Translanguaging in Indonesian EFL Classrooms: Pedagogical Insights and Student Perspectives

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Detalles Bibliográficos
Publicado en:	The Qualitative Report vol. 30, no. 11 (Nov 2025), p. 4679-4703
Autor principal:	Miftakh, Fauzi
Otros Autores:	Yanto, Elih Sutisna, Harjadi, Annisa Fitri
Publicado:	The Qualitative Report
Materias:	Indonesia Teaching Students Comprehension Curricula Indonesian language English language Sociocultural factors Teacher education Learning environment Bilingual education Inclusive education Anxiety Teachers Languages Learning theories Linguistics Classrooms Learning Data collection Pedagogy School environment English as a second language Secondary school students Second language teachers Native languages Multilingualism Translanguaging Bilingualism English as a second language instruction Learning Activities Literature Reviews Curriculum Development Language Acquisition English Only Movement Ideology Interpersonal Relationship Instructional Effectiveness Educational Environment Learner Engagement English Educational Strategies Language Usage Code Switching (Language) Language Skills Cultural Background Learning Experience Student Experience English (Second Language) Educational Change Classroom Communication Linguistic Theory Educational Facilities Improvement
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Descripción
Resumen:	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.
ISSN:	1052-0147 2160-3715
DOI:	10.46743/2160-3715/2025.6687
Fuente:	Sociology Database