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All Journal E-Journal of Linguistics Lingua Scientia Journal WIDYA LAKSANA Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Lexeme : Journal of Linguistics and Applied Linguistics Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat IJLHE: International Journal of Language, Humanities, and Education Journal of Linguistic and Literature Studies (JOLLES)
Paramarta, I Made Suta
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Translanguaging Practices of English Teachers in Classroom Interaction Ningrum, Sabila Puspita; Paramarta, I Made Suta; Ramendra, Dewa Putu
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1944

Abstract

This study aims to explore the application of translanguaging by English teachers during learning activities. The primary focus is to identify the types of translanguaging employed by teachers, determine its frequency across different phases of learning, and examine the reasons behind its use. A descriptive qualitative method was employed, utilizing classroom observations and in-depth interviews with two English teachers as participants. The results reveal that translanguaging consistently occurred in three phases of learning: pre-activity (24 instances), core activity (65 instances), and post-activity (18 instances). Teachers primarily used translanguaging to provide instructions, explain materials, ask and answer questions, give affirmations, offer praise, and manage classroom interactions. The findings further indicate that translanguaging appeared most frequently during core activities, particularly when explaining grammar and facilitating discussions. The teachers’ reasons for using translanguaging included enhancing student comprehension, sustaining engagement, and fostering emotional connections. This study concludes that translanguaging is an effective pedagogical strategy in multilingual classrooms, as it supports students’ understanding and fosters an inclusive learning atmosphere. Nevertheless, the findings are limited by the small number of participants and the single-site context; therefore, further research with a broader scope is recommended.
Co-Authors Adnyani, Ni Luh Putu Sri Damayanti, Desak Ketut Citra Dewa Putu Ramendra Dewi, Kadek Linda Puspita I Gede Budasi I Ketut Artawa I Nyoman Adi Jaya Putra I Wayan Swandana Ketut Widya Purnawati Made Aryawan Adijaya Made Sri Satyawati Nariswari, Komang Ayu Ningrum, Sabila Puspita Pradana, Putu Yogi Sugi Pradnyani, Ni Wayan Rasti Putu Ayu Prabawati Sudana Putu Eka Dambayana Suputra Putu Suarcaya Sari, Putu Pande Novita Wiguna, Ida Bagus Andika