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

Abstract

Recent research has shown a paradigm shift towards the rise of translanguaging pedagogy as opposed to the so-called monolingual principles. Translanguaging pedagogy in educational contexts refers to the utilisation of all the linguistic and semiotic resources of students to foster learning. This crosslinguistic approach, thus, challenges language separation and softens the boundaries between languages. Translanguaging is also seen as a transformative pedagogy as it empowers multilinguals to embrace their whole repertoires. This present study involved the pre-service English as a Foreign Language (EFL) teachers in an Indonesian private university taking the English language teaching programme designed to prepare them to be future English teachers. This research aimed to investigate their perceptions of translanguaging pedagogy in order to promote reflections in pre-service English teachers regarding their own views of English language teaching. Six pre-service English teachers were invited to participate in a group interview to shed light on future teachers’ reflective stance regarding the potential use of translanguaging pedagogy. The research results demonstrated that the participants held the maximal position, which put a strong emphasis on maximising the use of English. They, however, expressed their interests in the implementation of translanguaging pedagogy in their own classrooms, but solely for a scaffold to learn rather than seeing it as opportunities to create a safe space for students to legitimate their multilingual dynamic practices.

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

“…As Garcia and Lin (2017) suggested, students will be able to more freely take linguistic qualities and make them their own as a translanguaging approach provides linguistic flexibility. Translanguaging takes into account the students' existing linguistic resources and enables them to make use of them to advance their English language learning (Santoso, 2020;Santoso & Hamied, 2022). Wang (2019) pointed out that by using teachable translanguaging techniques, language teachers can effectively address the expanding diversity in multilingual foreign language courses in higher education.…”

Implementation of Translanguaging in the Context of Teaching Mandarin in Indonesia in Higher Education

“…Hal ini juga berdampak pada peningkatan fenomena translanguaging di dalam kelas. Jadi, translanguaging secara normal dan alami terjadi di dalam kelas (Lucas & Katz, 1994;Santoso & Hamied, 2022). Penelitian ini menunjukkan apakah ada kebijakan yang tidak akan dapat membatasi penggunaan translanguaging, terutama pada tahap awal pembelajaran bahasa Mandarin.…”

Analisis Wacana Kritis Berita Daerah Ngawi dalam Media Daring radarmadiun.co.id Edisi Oktober 2021

“…Penelitian ini juga memiliki keterkaitan dengan penelitian-penelitian terdahulu yakni penelitian yang dilakukan (Hartono, 2022) tentang deskripsi struktur, ciri kebahasaan, serta perbedaan struktur dan ciri kebahasaan wacana tajuk rencana harian Kompas dan suara merdeka edisi Februari 2021. Penelitian (Santoso, 2018) tentang representasi aktor sosial politik calon kepala daerah Provinsi Jawa Barat, Jawa Tengah, dan Jawa Timur serta pertarungan makna dalam pemilihan kepala daerah di Pulau Jawa tahun 2018 yang diberitakan melalui media massa daring. Pada penelitian itu dikaji menggunakan analisis wacana kritis Van Leeuwen.…”