<![CDATA[This study investigates the structural forms and pedagogical functions of translanguaging employed by pre-service teachers during teaching practicum in Indonesian EFL classrooms. Using a descriptive qualitative design with Classroom Discourse Analysis (CDA), the study analyzed classroom interaction data from video-recorded lessons and verbatim transcripts of two pre-service teachers teaching ninth-grade students in two junior high schools. The data were coded to identify three forms of translanguaging inter-sentential, intra-sentential, and tag translanguaging and to examine their pedagogical functions in classroom interaction. The findings reveal that inter-sentential and intra-sentential translanguaging were the most frequently employed forms, primarily supporting content explanation, instructional delivery, classroom management, clarification meaning, and student participation. The findings also indicate that individual translanguaging instances often served multiple pedagogical functions simultaneously, demonstrating the dynamic nature of multilingual classroom interaction. Although translanguaging practices remained predominantly bilingual (Indonesian and English), with limited incorporation of local languages, they functioned as purposeful pedagogical resources rather than merely compensating for linguistic limitations. By examining the relationship between translanguaging forms and pedagogical functions, this study contributes to a more comprehensive understanding of multilingual classroom discourse and provides pedagogical insight for preparing pre-service teachers to use translanguaging strategically in Indonesian EFL classrooms.]]>
Copyrights © 2026
