Article Per Year (5 Year)
p-Index From 2020 - 2025
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This Author published in this journals
All Journal International Journal of English and Applied Linguistics (IJEAL) ELT Forum: Journal of English Language Teaching
Alief Noor Farida
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Education Languange, Linguistic, Communication & Media Other

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Translanguaging practice in teaching internship among pre-service teachers: An analysis study of translanguaging in Indonesian EFL classrooms Ricky Fajar Adiputra; Alief Noor Farida; Vionita Iken Restiana
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.27886

Abstract

This study addresses the limited research on translanguaging practices among pre-service teachers within the Indonesian English as a Foreign Language (EFL) context, especially among pre-service teachers. It aims to analyze how these novice teachers employ translanguaging as a pedagogical tool during their teaching internships, focusing specifically on its resources, methods, and purposes. Utilizing a qualitative descriptive approach, this research examines five publicly available YouTube videos of pre-service teachers' practicums, guided by the analytical framework of Jeon et al. (2025). The findings reveal that pre-service teachers fluidly integrate linguistic resources with a range of non-linguistic aids such as gestures and visual media. They demonstrated methodological agility, moving beyond simple translation ('translative' methods) to more complex 'interwoven' practices that seamlessly combine multiple resources in a single instructional flow. Furthermore, translanguaging was found to serve four key pedagogical purposes: material (clarifying academic content), managerial (organizing classroom activities), skill-building (scaffolding language acquisition), and expressive (fostering student participation and confidence). The study concludes and provides empirical evidence that these pre-service teachers effectively implement translanguaging strategies, challenging the notion of a significant theory-practice gap. Their performance suggests that their professional training is successfully equipping them to leverage students' full linguistic repertoires to create dynamic, inclusive, and effective learning environments.
Exploring Teachers’ Challenges and Strategies Teaching English Speaking Skills in Religious Bilingual High Schools Masumah, Fithriyatul; Alief Noor Farida
International Journal of English and Applied Linguistics (IJEAL) Vol. 5 No. 3 (2025): Volume 5 Nomor 3 Desember 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v5i3.7314

Abstract

This study investigates how English teachers navigate the complexities of developing students’ speaking proficiency in bilingual classes within a religious senior high school context. Using a qualitative case study approach, data were collected through semi-structured interview, classroom observations, and document analysis to obtain an in-depth understanding of teachers’ strategies and challenges. The findings reveal that teachers employ effective, cognitive, and technological strategies to foster students’ confidence in speaking English. However, they have persistent challenges including constraint time, language barriers, low motivation and confidence, and classroom dynamics. The study also highlights how teachers overcome the challenges by integrating song and technology, providing explicit scaffolding, and creating a psychologically safe environment. These findings emphasize the need for professional development programs that can address challenges and integrate innovative teaching approaches.
Co-Authors Masumah, Fithriyatul Ricky Fajar Adiputra Vionita Iken Restiana