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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Beyond Language Barriers: How Translanguaging Shapes Pedagogical Practice and Students’ Identity in Japanese Higher Education Wiryani, Roossita Suci; Luciana, Luciana; Prasatyo, Bayu Andika
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2443-2462

Abstract

Beyond Language Barriers: How Translanguaging Shapes Pedagogical Practice and Students’ Identity In Japanese Higher Education. Objective: This research addresses the critical challenge international students face in English-Medium Instruction (EMI) environments regarding the construction of conceptual knowledge and academic access. Drawing upon Social Constructivism, this study reframes translanguaging not as a linguistic deficit but as a pedagogical resource that supports student agency. The primary aim is to investigate the perceptions and functions of translanguaging among Indonesian undergraduate students in Tokyo, Japan, and to explore its connection to effective meaning-making and academic integration within a superdiverse educational context. Methods: This research employs a qualitative narrative inquiry approach, which is well-suited to capturing students’ lived experiences and providing in-depth insights into how they scaffold conceptual understanding and negotiate collaborative tasks. Data were collected through in-depth, semi-structured, one-to-one online interviews with three Indonesian undergraduate participants, focusing specifically on their use of multiple languages during academic work and social integration processes within the university. Findings: The findings reveal that all three participants actively utilize translanguaging mixing Indonesian, Japanese, and English as a cognitive scaffolding mechanism to secure conceptual clarity and achieve epistemic access to complex disciplinary knowledge. Crucially, translanguaging functions as a pedagogical tool that enables effective collaborative meaning-making and the negotiation of academic consensus during group work. Furthermore, the practice is closely linked to greater academic confidence and the successful negotiation of their identity within the institutional environment. Conclusion: This study particularly contributes by indicating that translanguaging is a vital tool for learning that ensures academic opportunity and success in superdiverse higher education environments. It goes beyond negotiating identity to state that schools ought to officially recognize and include translanguaging practices in their curriculum and student support services. This is very important for making an environment that is genuinely welcoming to all students and helps them succeed, as well as recognizing their full linguistic and intellectual potential. Keywords: translanguaging pedagogy, english medium instruction, identity, academic equity.

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