Acceso usuarios
Wildan Mahir Muttaqin
, Margana Margana, Endang Nurhayati
While numerous studies have been conducted on translanguaging as a pedagogical approach, little scholarly works report the practice of translanguaging related to multilingual competency development. To fill this empirical gap, this qualitative case study and convergent parallel mixed methods design explore a deep, comprehensive understanding of the impact of translanguaging on English proficiency among first-year EFL students in non-English Study Programs in Higher Education in Indonesia. We collected data through classroom observations, interviews, and questionnaires. This study investigates the variations of local and national languages used in EFL Teaching and translanguaging interactions. The novelty of this research lies in providing in-depth information about English language teaching in multilingual classrooms, examining the teachers’ and students’ perceptions of translanguaging, and exploring its role in improving students’ understanding of lecture materials. Findings revealed that the frequency of EFL teachers and students using different languages in several activities at EFL classes affect language interaction. Teachers and students had different views on using translanguaging based on agreement, presence, and its impact. Translanguaging helped students to understand the lecture contents by mediating understanding, building meaning, avoiding ambiguity, demonstrating knowledge, and creating fun classroom.
