Translanguaging in the EFL Classroom: Voices from Indonesian University Students
DOI:
https://doi.org/10.31849/qb3zsg05Keywords:
EFL classroom, bilingual, demographic, translanguagingAbstract
Translanguaging has increasingly become an inseparable feature of English language teaching in Indonesia, shaped by students’ diverse linguistic repertoires and educational backgrounds. Within this context, understanding how learners’ previous language experiences influence their translanguaging practices is crucial. However, research examining translanguaging in relation to students’ linguistic and demographic backgrounds remains limited. Addressing this gap, the present study investigates how Indonesian university students employ translanguaging in their English learning processes and the purposes it serves. Adopting a qualitative research design, the study gathered data through surveys and semi-structured interviews with students drawn from multiple departments and academic cohorts. Demographic considerations, including participants’ mastered languages and educational level, were also incorporated into the recruitment process. This approach enabled a more comprehensive account of how translanguaging operates in varied academic and personal contexts. The findings indicate that students engage in translanguaging primarily as they perceive certain attitudes towards the English-only and bilingual policies in the classroom. This study also found that students communicated using translanguaging due to the natural and contextual considerations based on the background of their peers, including culture and proficiency level. By foregrounding students’ voices at the university level, this study contributes to a more nuanced understanding of translanguaging practices in Indonesian higher education. The findings offer implications for designing inclusive English pedagogy that acknowledges students’ linguistic resources and leverages them to enhance engagement and equity by considering the cultural background inherent in Indonesia.
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