Regardless of numerous studies on translanguaging, little attention has been given to its practice among pre-service teachers, particularly in the ASEAN context. To fill this gap, this article explores the experiences of three pre-service English teachers from the Philippines who were assigned to a private elementary school in Indonesia as part of a pre-service teacher exchange program. Working in a context that did not share a similar first or second language, the three teachers used English, their second language, as a lingua franca in communicating with the students. Drawing upon data from their teaching diaries, class observation, and in-depth interviews, this article reveals that using English in the classroom was challenging because English was neither the first nor the second language of their students. Three narratives from the teachers are recounted to shed some light on their use of translanguaging to bridge the communication gap. The implication of the study is also discussed.

In the process of learning English, a learner constantly reshapes his/her identity as he/she goes through different learning experiences. A particular experience may be added as a new part to a learner's perceived identity or replace another part of it. The present study examined how an Indonesian reconstructed her identity as an English language learner (ELL) as she went through various learning experiences since childhood to university level in two different countries. In-depth interview was conducted to collect the participant's account on her experiences, followed by several online correspondences within two months after the interview was conducted. The results of this study indicated that parental support and school policy and environment played an important role in reshaping the participant's identity. Her identity construction was then explained using Gee's (2000) four perspectives of identity. This study extends the research on learner identity particularly in Indonesian context or any other contexts with nearly similar characteristics.

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International teaching practicum (ITP) has gained more popularity since it is considered as a way of improving teachers" quality not only in terms of the pedagogical competence but also the intercultural one. Despite the growing body of research on emotions of pre-service English teachers as well as on ITP experiences, little attention has been given to the role of emotions particularly in pre-service teachers" ITP experiences. Therefore, drawing on the notion of structures of feeling by Williams (1977), the present study attempted to explore an Indonesian pre-service English teacher" emotions during her participation in an ITP program in Thailand. The narrative of the pre-service teacher was collected through semi-structured interviews, follow-up conversations and online correspondences. Thematic analysis was then conducted to analyze the narratives. The result of this study shed light on how interaction with students and co-workers as well as with sociocultural differences affected the participant"s emotions and how emotions shaped her thoughts, beliefs, and actions as teachers. The implication of this study is also discussed.

This study aimed at identifying Indonesian undergraduate students’ perceptions of Problem-Based Learning (PBL) implementation in an English language education department at a private university in Indonesia. Using total population sampling, 74 students who were taking a language classroom management course in which PBL was implemented through collaborative work were involved in this survey study.  The data were collected using a 21-item questionnaire from Jaeger and Adair (2014) that was based on Senocak (2009). The data were then analyzed statistically to identify the participating students’ perceptions of PBL implementation by interpreting the patterns of the data. Based on the results of this study, the participants tended to perceive that PBL helped them become more self-directed. However, many of them felt that the collaborative work implemented in PBL was more a difficulty than an ease. The implication of this study is also discussed.DOI: 10.26905/enjourme.v7i2.9032