Translanguaging in International Student Teaching: Narratives of Filipino Teachers in an Indonesian Setting

Abstract

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.

Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus

“…These findings can be further substantiated by the empirical evidence that Indonesian teachers have high technological, pedagogical, and content knowledge competence (Maknun, 2022); even in the Philippines, teachers showed very high digital competence (Galaraga & Reynato, 2022). Furthermore, Filipino teachers were found to have the ability to communicate in a second language proficiently and effectively (Prasetya, 2021;Mangila, 2018;Ozaki, 2021).…”

“…Communicating proficiently in a second language is another aspect of instrumental competence. Studies by Prasetya (2021), Mangila (2018), andOzaki (2021) emphasized the proficiency of Filipino teachers in communicating in a second language. This competence enables teachers to engage with students and create inclusive learning environments effectively.…”

A Narrative of an Indonesian Pre-Service English Teacher’s Emotions in International Teaching Practicum

“…Translation was helpful for helping pre-service teachers delivering materials in ITP, especially if teachers and students do not share the similar language (Prasetya, 2021). In addition to providing translation, she was also accompanied by her supervisor to support her for what she could not do in class.…”

“…The growing body of research conducted in various contexts of ITP has demonstrated that pre-service English teachers underwent transformation in various aspects, including professional development (Kabilan, 2013;Ateskan, 2016), identities (Kong, 2017), and language use (Prasetya, 2021). In addition to the above-mentioned aspects, another aspect in ITP that has recently gained more attention is emotions.…”