Functions of Teachers’ Translanguaging in the Efl Classroom at Two Junior High Schools in Singaraja

Abstract

The use of the first language (L1) in the English as a foreign language (EFL) classroom is becoming an on-going debate. A newly growing view to the use of L1 in the foreign language (FL) classroom called translanguaging views that by utilizing the L1 along with the TL in FL classroom is considered as functional practice of languages rather than an impediment in FL learning. Accordingly it is necessary to find out the functions of teachers' practice of translanguaging in the EFL classroom since this view has not been much researched yet. Related to this, the current study was intended to find out the functions of the EFL teachers' translanguaging and to find out the teachers' reasons for the use of translanguaging. This study followed qualitative descriptive interactive research design, and the subjects consisted of three English teachers at the 7 th grade classes at two junior high schools in Singaraja. The data were collected through observations and interviews and were analyzed descriptive qualitatively. The results of this study showed that there were 3 functions of translanguaging. The most frequent function was related to knowledge construction, followed by classroom management, and interpersonal relations. There were 9 reasons for the teachers' use of translanguaging, namely: to facilitate students' understanding, to provide L1 and TL comparison, to elicit students' responses, to attract students' attention, tomanage students, to promote discipline, to develop deeper personal relationship, to create secure classroom atmosphere, and to make the class more interesting. In sum, the use of translanguaging plays a number of functions in the EFL classroom but it should be considered also the 'optimal' use of it in EFL learning process because the overuse of L1 might bring negative impact.

Translanguaging in Mathematics Bilingual Classroom: Students' Perception

“…In this study, the qualitative approach was employed by the researcher to delve deeper into the research concerning the use of translanguaging among multilingual students and to uncover additional information and findings. According to Saldana (2011) in Nursanti (2021), qualitative research encompasses a range of approaches and methods used to study natural social life.…”

Pedagogical Issues of Translanguaging Practice in Indonesia: The Voice of Four Efl Teachers

“…In the Indonesian context, the translanguaging practice has received different reactions. Generally speaking, both teachers and students reacted positively to translanguaging practice (Berlianti and Pradita, 2021;Emilia & Hamied, 2022;Khairunnisa and Lukmana, 2020;Putri & Rifai, 2021;Raja et al, 2022;Rasman, 208 2018;Sahib et al, 2020;Sapitri et al, 2018;Saputra, 2020;Saputra and Akib, 2018). However, those who view translanguaging practice negatively commonly believe that L1 intervention would hinder EFL learning, and thus full exposure to English is a must (Carstens, 2016;Renandya & Chang, 2022).…”

“…Numerous studies have been conducted to investigate the effects of translanguaging in EFL pedagogy, including the ones that took Indonesian EFL classrooms as the setting (e.g., Berlianti and Pradita, 2021;Emilia & Hamied, 2022;Khairunnisa and Lukmana, 2020;Putri & Rifai, 2021;Rasman, 2018;Sapitri et al, 2018;Saputra, 2020;Saputra & Akib, 2018). The participants involved in those studies were all Indonesian teachers or students in formal schools.…”

Translanguaging Practices in Efl Classrooms: Evidence From Indonesia

“…A multilingual dialogue in EFL classrooms is created to negotiate meaning, transfer knowledge, and scaffold instructions. L1 is judiciously used to help students understand L2's discourse until they are able to produce in L2 (Sapitri et al, 2018;Zein, 2018). Thus, the use of L1s is a pedagogically and socially appropriate tool in EFL classrooms (Zein, 2018).…”

“…L1 can be used to re-explain a topic when teachers see their students get confused when explained in English. When teachers see that their students show weak English proficiency, they can deal with it through the use of L1 to motivate their students (Rerung, 2015;Sapitri et al, 2018) and to narrow the gap between students of a high degree of English proficiency and those of low ( Khairunnisa & Lukmana, 2020;Rerung, 2015) that they become more active ( Rahmawansyah, 2019) and comfortable in the classroom (Khairunnisa & Lukmana, 2020). When students need to make something clear and easy to understand, they use their L1, e.g.…”