Classroom Strategies through Translanguaging for Multilingualism Students

Abstract

This research aims to discover translanguaging strategy in the process of teaching English material to multilingualism students. Due to the Indonesian country is a multicultural, the children got their mother tongue is a local language, not Bahasa Indonesia as the national ones. The Indonesian students acquire two languages n their daily life; local language and Bahasa Indonesia. Therefore, the role of English teacher is to explain English materials using English as the target language, local language and Bahasa Indonesia to increase students’ comprehension. This research used qualitative research with grounded theory design. In collecting the data, the researcher used interview technique to discover further information. In this research, the use of L1 was mostly used in the classroom rather than L2. The students could understand the material because the teachers’ effort to translate the language from Bahasa Indonesia to English and vice versa. This phenomenon was challenging because of the lack of students’ confidence to practice English. However, translanguaging decreased students’ anxiety in the class because they could understand English well by using two languages; Bahasa Indonesia and English. the findings are easy to be implemented by the following teachers in teaching multilingualism students for non-English speaking country, because translanguaging facilitates students and teachers to learn English using affordable way.

Translanguaging in the Saudi EMI Classroom: When University Instructors Talk

“…It follows that translanguaging is an indispensable tool to facilitate meaning-making and enhance knowledge acquisition while maintaining students' engagement and reducing anxiety. These findings concurred with the findings of many studies (Caruso, 2018;Ahn et al, 2018;Lang, 2019;Cenoz, 2022;Nursanti, 2021;Elashhab, 2020) pointing out the role of translanguaging in raising students' engagement in the class, reducing their anxiety toward learning the English language, and promoting the process of meaning-making to reach an ultimate and deeper comprehension of content. Moreover, Alwaznah (2022) stated that translanguaging is sometimes necessary to explain some terms as they are difficult to understand through an explanation in English alone.…”

“…In tertiary education, the literature on translanguaging in teaching is also new and still limited. Most of the studies have tackled the English language as the lingua franca that is learned beside different first languages, i.e., in China (Zhou et al, 2021;Pun, 2021), Indonesia (Nursanti, 2021), Europe, and America (Caruso, 2018;Galante, 2020). Yuan & Yang's (2020) case study, contextualized in China, explored using translanguaging in the EMI classroom for teacher education.…”

Towards Multilingual Education: Pre-Service English Teachers’ Perceptions of Translanguaging Pedagogy

“…Some research has also discussed the crosslinguistic pedagogy from Indonesian students' point of views (e.g. Nursanti, 2021). To promote multilingual practices as a pedagogical tool, however, there needs to be a deliberate action to challenge the pressure of deeply-rooted beliefs about language learning and teaching.…”

Translanguaging Pedagogy in ELT Practices: Experiences of Teachers in Indonesian Pesantren-based Schools

“…Second, Bu Mirna's decision to finally explain the word "queue" using its Indonesian translation "ngantri" indicates the use of translanguaging in a certain level of difficulty of certain material that would not be easily understood if the teacher only used the target language. Moreover, the translanguaging strategy is sometimes used to ensure that students know the meanings of vocabulary in the target language, making their vocabulary increased (Nursanti, 2021).…”

“…Despite the growing number of research (e.g. : Khairunnisa & Lukmana 2020;Nursanti, 2021;Afriadi, 2021;Rasman 2018) focusing on translanguaging in English language classrooms, this issue emerging in the pesantren school setting in which students are multilingual and more exposed to other languages, particularly Arabic language due to its domination in the socio-cultural and educational environment of pesantren, remains underexplored, making the present study relevant to fill in the gap. To this end, this study aimed to explore teachers' attitudes toward translanguaging and how the translanguaging strategies are used in the context of English language learning in pesantren schools.…”