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All Journal The Journal of English Literacy Education
Nida Mujahidah Fathimah
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Other

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“HOW MUCH INDONESIAN CAN I USE?” EXPLORING PRE-SERVICE TEACHERS’ TRANSLANGUAGING EXPERIENCE IN EFL CLASSROOMS Annisa Rahmadani; Susan Santika; Nida Mujahidah Fathimah; Siti Nurhasanah; RTS Alfira Khairunnisa
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.108

Abstract

Translanguaging has received growing attention in multilingual EFL contexts, yet little is known about how pre-service teachers enact this pedagogy after formal exposure in university coursework. This study examined how pre-service EFL teachers enacted translanguaging during teaching practicum and what factors shaped their pedagogical decisions. Drawing on six pre-service English teachers from a public university in Indonesia, the study traced participants’ practicum enactment following a Speaking for Academic Purposes course that introduced translanguaging principles through pedagogical modelling and guided reflection. Data were generated through semi-structured interviews (approximately 15-30 minutes each; ≈100 minutes in total) and analyzed using reflexive thematic analysis (Braun & Clarke, 2023). Findings indicate that translanguaging serves cognitive functions; scaffolding comprehension through planned movement between English and Indonesian and guiding learners back to English for academic expression, affective functions; reducing anxiety, boosting confidence, and supporting participation, and identity-related functions; affirming students’ linguistic repertoires, including local languages, to foster inclusive classroom spaces. However, translanguaging enactment was negotiated within the confines of institutional English-medium expectations, mentor influence, and concerns about balancing English exposure with strategic L1 use. The findings inform EFL teacher education by highlighting the need for explicit, practicum-oriented translanguaging preparation, mentor development that validates principled multilingual pedagogy, and clearer EMI guidance that legitimizes strategic translanguaging in multilingual classrooms.
VOCATIONAL ENGLISH TEACHERS’ ADAPTATION TO DEEP LEARNING PEDAGOGY DURING CURRICULUM REFORM Nicke Yunita Moecharam; Gin Gin Gustine; Annisa Rahmadani; Nida Mujahidah Fathimah; Susan Santika
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.135

Abstract

Curriculum reform in vocational education requires English teachers to design learning that is meaningful, student-centered, technology-supported, and relevant to students’ future workplace communication needs. However, limited attention has been given to how vocational English teachers make sense of deep learning pedagogy and translate it into classroom practice after professional development. This qualitative case study examined five experienced vocational English teachers in a vocational school in Yogyakarta that had undergone curriculum reform and required teachers to incorporate deep learning-oriented pedagogy. Data were collected through semi-structured interviews and classroom observation notes and analyzed using reflexive thematic analysis. The findings show that teachers interpreted deep learning as pedagogical renewal within existing curriculum demands. Their adaptation, however, was shaped by school leadership, workload, facilities, mentoring, students’ readiness, and access to professional learning opportunities. Teachers enacted deep learning pragmatically through technology-supported and module-based English teaching, including digital tools, project-based tasks, multimodal activities, and contextualized learning materials. The study contributes to vocational English education research by showing that deep learning pedagogy is enacted through teacher sense-making, institutional negotiation, and classroom-level adaptation rather than as a fixed instructional model. 
Co-Authors Gustine, Gin Gin Nicke Yunita Moecharam Rahmadani, Annisa RTS Alfira Khairunnisa Siti Nurhasanah Susan Santika