Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

Humor is special tool of communication for its multifunction in any discourses. Its flexibility has been used by many people, of all social class, to deliver criticisms, tragedy of commons and happening issues in a funny way.This is because humor and culture are inseparable. Humor importance is undoubtedly effective to reveal the codes in cultures, politics, and education. The creation is interesting to discuss in this essay because it demands creativity, and its acceptance asks for high cognitive ability. However, a wrong perception of humor which is caused by different cultural background, and lackness of language competence is the core problem that may create missunderstanding. Through linguistics point of view, conversational principles constructed by Paul Grice is chosen as the approach of humor analysis.

This self-observation report aims to investigate the translanguaging practices of teacher-students’ interactions in multilingual classrooms in an International Islamic Boarding School (henceforth: Pesantren). Since Pesantren is a multilingual and multicultural melting pot for Islam-based character building, it is necessary for English teachers in Pesantren to consider some relevant teaching approaches that merit to the needs of multilingual classrooms. Through extensive navigation, we found that translanguaging is one of referred teaching approaches that can accommodate the needs of learning English in multilingual context. However, empirical findings using translanguaging approach in Pesantren is found rare so far.  Thus, this study is focused on the use of translanguaging to facilitate English vocabulary learning in a multilingual context. This self-observational report describes the first author’s teaching description about her teaching practices in a Pesantren classroom. She recorded her face-to-face interaction when explaining the meaning and the functions of English vocabularies. She also documented the lesson plans, learning materials, and students’ work to complete the self-observational report. The data were then coded and analyzed with theory-driven thematic analysis. This report found that translanguaging practices that she did were code-switching and code-mixing. When the teacher practiced translanguaging, the students tended to be able to use their L1 (Bahasa Indonesia) and L2 (Arabic) as linguistic resources to learn L3 (English).

This study aims to observe the development of translation studies through three concepts of descriptive translation studies; product-based, processbased, and functional-based translation studies. The readers are introduced to some famous translation scholars including their view of translation studies. At the further discussions, this study lets the readers acknowledge the main issues on translation studies, focusing on the debate of equivalence versus variations in intertextual texts analysis. Some tendencies of variations, such as different grammar and sentence structure, diglossia leakage, and pragmatic consideration are also presented to present to what extent variations occur during investigation processes. Therefore, regarding those tendencies, this study is closed by the description of Matthiessen's proposals about points of consideration to construct a parameter to measure meaning variations. This study may help those who are interested to conduct translation researches and help them by giving options of which theories is beneficial to their analysis.

Entering multicultural society involves two participants, foreigners and natives. Due to globalization issues, multicultural society are required to have not only a good language competence but also a deep understanding of culture and religious belief. A long process of understading each other force the praticipants to have a good adaptation, which reveals some problems, such as culture shocks and alienation.Moreover, these problems hang on both parties. Therefore, analyzing the symptoms and forms of culture shocks is interesting leading to the way to overcome. One sample of multicultural society grows in Yogyakarta. The number of foreigners aim to study Bahasa Indonesia deal with Yogyakarta people as native Javanese are unique for their inquiries and comments towards Javanese culture. This research shows that although some forms of culture shocks strongly happened, they finally could manage to adapt with some strict normative rules and make friends to Indonesian people.