Bridging Languages, Shaping Identities: Teachers’ Perspectives And Practices Of Translanguaging In Indonesian EFL Classrooms
Downloads
In multilingual Indonesia, EFL classrooms consist of students with diverse linguistic backgrounds, including local languages, Indonesian, and English. This diversity presents both opportunities and challenges for inclusive teaching. Translanguaging has emerged as a pedagogical approach that strategically utilizes students' full linguistic resources to enhance comprehension, participation, and identity affirmation. The research investigated how translanguaging contributes to social inclusion and comprehension improvement and cultural identity preservation in Indonesian multilingual EFL classrooms. The research implemented a qualitative case study methodology to collect data from six EFL teachers using semi-structured interviews and a focus group discussion. Thematic analysis Braun and Clarke were used to analyze data which revealed patterns of perceptions and practices. Five primary themes appeared as follows: translanguaging to promote inclusion alongside cultural identity, perspectives of teachers regarding translanguaging, methods of translanguaging in classroom settings, obstacles for implementing translanguaging and teacher methods for adapting and using translanguaging. The research indicates that translanguaging through planned incorporation of Indonesian, local languages, and English led to greater participation, cultural affirmation, and improved access to content. Teachers used multilingual techniques which included vocabulary translation, flexible multilingual interaction, and collaborative group work. The teachers employed adaptable methods through reflective practices and situational awareness to determine when and how to employ translanguaging effectively. The research indicates that translanguaging operates as an educational approach as well as a social and cultural practice within EFL classrooms. Translanguaging implementation in Indonesian multilingual education needs enhanced teacher training together with adaptable curricula and resource development.
Abtahian, M. R., Cohn, A. C., Djenar, D. N., & Vogel, R. C. (2021). Jakarta Indonesian first-person singular pronouns. Asia-Pacific Language Variation, 7(2), 185–214. https://doi.org/10.1075/aplv.20012.rav
Adams, W. C. (2015). Conducting Semi?Structured Interviews. In Handbook of Practical Program Evaluation (pp. 492–505). Wiley. https://doi.org/10.1002/9781119171386.ch19
Boy Jon, R., Embong, R., Purnama, B., & Safar Wadi, A. (2021). The Challenges of English Language Teaching in Indonesia. International Journal of English and Applied Linguistics, 1(3), 158–168. https://doi.org/10.47709/ijeal.v1i3.1157
Braine. (2010). Non-native English-speaking Teachers: Research, Pedagogy, and Professional Growth (1st ed.). Routledge. https://doi.org/10.4324/9780203856710
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. https://doi.org/10.1111/j.1540-4781.2011.01207.x
Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2), 305–312. https://doi.org/10.1177/00336882221114478
Fitriati, S. W., & Rata, E. (2020). Language, Globalisation, and National Identity?: A Study of English-Medium Policy and Practice in Indonesia. Journal of Language, Identity and Education, 20(6), 411-424. https://doi.org/10.1080/15348458.2020.1777865
García & Kleyn. (2016). Translanguaging with multilingual students (1st ed.). Routledge. https://doi.org/10.4324/9781315695242
García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and Multilingual Education (Encyclopedia of Language and Education) (pp. 117-130). Switzerland: Springer. https://doi.org/10.1007/978-3-319-02324-3_9-1
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Bilingual Research Journal, 37(3), 366-369. https://doi.org/10.1057/9781137385765
Gort, M., & Sembiante, S. F. (2015). Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse. International Multilingual Research Journal, 9(1), 7–25. https://doi.org/10.1080/19313152.2014.981775
Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51. https://doi.org/10.1023/a:1014548611951
Tamtomo, K. (2016). The push and pull of language ideologies?: multilingual communicative practices among youths in an Indonesian city [University at Albany, State University of New York]. https://doi.org/10.54014/J44V-8SPW
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655–670. https://doi.org/10.1080/13803611.2012.718490
Mateus, S. G. (2014). Translanguaging: Language, Bilingualism, and Education. Bilingual Research Journal, 37(3), 366–369. https://doi.org/10.1080/15235882.2014.965361
Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2
Putrawan, G. E. (2022). Translanguaging Practices in EFL Classrooms: Evidence From Indonesia. Journal of Culture, Arts, Literature, and Linguistics, 8(1), 69-86. https://e-journals.unmul.ac.id/index.php/CALLS/article/view/7973/4388
Sidi, B. A. (2019). Unity and Diversity: National Identity and Multiculturalism in Indonesia. https://hdl.handle.net/10523/10106
Silalahi, R. M. P., & Santoso, W. (2023). Exploring Indonesian Teachers’ and Students’ Perceptions and Practices of Translanguaging and Trans-Semiotizing in EFL Classrooms. VELES: Voices of English Language Education Society, 7(1), 86–95. https://doi.org/10.29408/veles.v7i1.10199
Siregar, I. (2021). The Existence of Culture in its Relevance to the Dynamics of Globalization: Bahasa Indonesia Case Study. International Journal of Cultural and Religious Studies, 1(1), 33–38. https://doi.org/10.32996/ijcrs.2021.1.1.5
Fitriati, S. W. (2015). Teachers’ language ideologies and classroom practices in English bilingual education: an ethnographic case study of a senior high school in central Java, Indonesia. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://research.usq.edu.au/item/q3156/teachers-language-ideologies-and-classroom-practices-in-english-bilingual-education-an-ethnographic-case-study-of-a-senior-high-school-in-central-java-indonesia
Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694. http://dx.doi.org/10.17263/jlls.586811
Zein, S. (2019). English, multilingualism and globalisation in Indonesia. English Today, 35(1), 48–53. https://doi.org/10.1017/S026607841800010X
Zein, S. (2020). Language Policy in Superdiverse Indonesia (1st ed.). Routledge. https://doi.org/10.4324/9780429019739
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011-2019). Language Teaching, 53 (4), 491–523. https://doi.org/10.1017/S0261444820000208
Copyright (c) 2026 Sellya Umi Kulsum Madina, Kulsum Madina, Kartika Puji Lestari, Akhmad Ramadhan Ajijaya, Siti Masrifatul Fitriyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
