<![CDATA[This descriptive phenomenological study aims to document in depth the pedagogical realities of English teachers in madrasahs and Islamic boarding schools (pesantren) in West Sumatra who teach under structural constraints, namely the smartphone ban under Ministerial Regulation (Permendikbud) No. 21/2015 and limited digital access, and to formulate pedagogical mediation strategies applicable within this context. This study employs a qualitative method with a descriptive phenomenological design. Data sources comprised ten active English teachers in Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) in West Sumatra, selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed through three stages: data reduction, data display, and conclusion drawing, with source triangulation and member checking employed to ensure trustworthiness. The findings reveal three main results. First, reliance on printed dictionaries is not solely caused by the smartphone ban policy, but is further compounded by the poor quality of printed dictionaries (including widespread piracy) and the lack of teacher training in lexicographic literacy. Second, metalinguistic confusion arising from infinitive notation (to + verb) is consistent and cross-level, yet its impact on translation ability varies according to Gu's (2003) tetrahedral model, which positions person, task, and context as moderating variables. Third, the most promising mediation strategy combines explicit instruction on dictionary conventions through layered scaffolding, Arabic-English translanguaging drawing on Arabic morphology (masdar, fi'il madhi, isim-fi'il-harf), and Islamic value-based contextualization, jointly embodying the principles of ta'alim and tafaqquh fi al-din. This study implies the need for developing teacher training modules on lexicographic literacy tailored to the madrasah context, providing quality printed dictionaries in madrasah libraries, and conducting further research combining interviews, classroom observation, and student vocabulary assessment to systematically test the effectiveness of Arabic-English translanguaging interventions.]]>
