Examining Teachers’ Practices and Attitudes on Translanguaging Pedagogy in Indonesian EFL Classrooms
DOI:
https://doi.org/10.17507/tpls.1509.11Keywords:
translanguaging, pedagogy, EFL, attitudes, practicesAbstract
This study examines the application of translanguaging pedagogy in English as Foreign Language classrooms in Indonesian high schools, emphasizing teachers' attitudes and practices. Based on observations and interviews with three educators in various educational contexts, the findings indicate that translanguaging is an effective pedagogical approach. It closes gaps in students' understanding, reinforces existing knowledge, clarifies grammar concepts, and promotes active participation. Educators utilize a blend of English, Indonesian, and regional languages to enhance lesson accessibility and engagement, especially for students with restricted English proficiency. The research additionally investigates educators' emotions, convictions, and intentions regarding translanguaging. All participants conveyed favorable attitudes, recognizing its advantages in meeting students' linguistic requirements and improving their comprehension. Nevertheless, experienced educators exhibited mixed intentions as they struggled to balance English immersion with adaptable language use to cater to students' diverse proficiency levels. These findings underscore translanguaging as a culturally responsive strategy that fosters inclusive learning environments and addresses the complexities of multilingual classrooms. Future research should further examine the long-term effects of translanguaging on language acquisition and its integration with other innovative pedagogical methodologies.
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