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Translanguaging in Indonesian EFL Classrooms: Pedagogical Insights and Student Perspectives.

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Titel: Translanguaging in Indonesian EFL Classrooms: Pedagogical Insights and Student Perspectives.
Autoren: Miftakh, Fauzi, Yanto, Elih Sutisna, Harjadi, Annisa Fitria
Quelle: Qualitative Report; Nov2025, Vol. 30 Issue 11, p4679-4702, 24p
Schlagwörter: MULTILINGUAL education, MULTILINGUALISM, INDONESIAN language, CONTEXTUAL learning, STUDENT attitudes, EFFECTIVE teaching, SECOND language acquisition, CULTURALLY relevant education
Geografische Kategorien: JAWA Barat (Indonesia)
Abstract: This study investigates translanguaging practices in Indonesian secondary English classrooms and analyzes how teachers and students use multiple languages to enrich the learning experience. Drawing on observations, interviews, and field notes from two teachers and four students in West Java, the study found that translanguaging fosters student comprehension, confidence, and identity affirmation. Teachers strategically used English, Indonesian, and Sundanese to scaffold instruction across various phases, creating an inclusive learning environment. Students responded positively, pointing to a reduction in anxiety and improved participation. These findings are consistent with sociocultural learning theories and challenge monolingual ideologies. The study concludes that translanguaging is an effective pedagogical tool to promote equal language learning. However, limitations include the small size of the sample and the short time span of data collection, which may affect the universality. Future research should extend beyond context and include longitudinal analysis to assess the long-term impacts. This research adds to the growing evidence that supports multilingual pedagogies in diverse educational settings. [ABSTRACT FROM AUTHOR]
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Datenbank: Complementary Index
Beschreibung
Abstract:This study investigates translanguaging practices in Indonesian secondary English classrooms and analyzes how teachers and students use multiple languages to enrich the learning experience. Drawing on observations, interviews, and field notes from two teachers and four students in West Java, the study found that translanguaging fosters student comprehension, confidence, and identity affirmation. Teachers strategically used English, Indonesian, and Sundanese to scaffold instruction across various phases, creating an inclusive learning environment. Students responded positively, pointing to a reduction in anxiety and improved participation. These findings are consistent with sociocultural learning theories and challenge monolingual ideologies. The study concludes that translanguaging is an effective pedagogical tool to promote equal language learning. However, limitations include the small size of the sample and the short time span of data collection, which may affect the universality. Future research should extend beyond context and include longitudinal analysis to assess the long-term impacts. This research adds to the growing evidence that supports multilingual pedagogies in diverse educational settings. [ABSTRACT FROM AUTHOR]
ISSN:10520147
DOI:10.46743/2160-3715/2025.6687