Exploring Indonesian Teachers' and Students' Perceptions and Practices of Translanguaging and Trans-Semiotizing in EFL Classrooms (original) (raw)
Related papers
VELES (Voices of English Language Education Society)
Translanguaging and trans-semiotizing are emerging as pivotal methodologies in modern English teaching. The way a teacher adopts these methods is of paramount importance, especially when considering the combination of native language usage and multimedia resources which can profoundly influence the learning curve of English as a second language. This research delves into the practical application of these techniques in English Language Teaching (ELT) and their inherent benefits. Chosen through a purposive sampling technique based on their duration of English teaching experience (5 to 10 years), three educators from junior high schools in Indonesia were included in the study. Using interviews and classroom observation as primary data sources, a thematic analysis was conducted. The results highlight teachers' inclination towards translation tactics, like translating and code-switching, to foster student engagement. The analysis reveals teachers' proclivity towards utilizing m...
Indonesian Journal of Applied Linguistics
Teaching English as a foreign language (EFL) in Indonesia has its own complexity due to the multilingual situation and the broadly different levels of English proficiency. To cope with this particular challenge, some Indonesian teachers tend to use a translanguaging method in teaching their students so that their classes are more interactive and engaging. In this case, translanguaging is a form of multilingual practice in the context of multilingual education where students are given equal rights to develop their language potential. Realizing the complexity of the learning process in a multilingual context, we aimed to reveal the types and purposes of Translanguaging in the learning process. This study used a qualitative method and data were collected through observations, interviews, and document analyses. This study shows that there were three types of translanguaging used by teachers during their teaching. The types of translanguaging are intra-sentential translanguaging, inters...
To Translanguage or Not to Translanguage? The Multilingual Practice in an Indonesian Efl Classroom
Indonesian Journal of Applied Linguistics, 2018
Translanguaging, the use of learners’ full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecolo...
Teachers’ attitude towards translanguaging practice and its implication in Indonesian EFL classroom
Indonesian Journal of Applied Linguistics, 2022
Previous studies have shown that the majority of teachers tend to be receptive towards translanguaging practices (Khairunnisa Lukmana, 2020; McMillan Rivers, 2011; Nambisan, 2014; Yuvayapan, 2019). However, in Indonesian context, there are relatively few studies in this field employing a case study design to reveal more detailed information. This study was aimed at investigating teachers' attitudes towards translanguaging practices and how the practices took place. The participants were four English teachers from two private junior high schools located in East Nusa Tenggara and Central Java, Indonesia. The data were collected by using questionnaires, semi-structured interviews, and observations. The analysis reveals that all participants implemented translanguaging in several typical situations in their EFL classrooms. Despite participants' various feelings towards translanguaging, they still use translanguaging in their teaching and associated translanguaging with positive ...
Integration of Education, 2022
Introduction. Recently, multilingualism and translanguaging have received considerable attention and are always a topic of interest and public debate in language education. However, to our knowledge, studies on preservice EFL teachers' beliefs about multilingualism with respect to translanguaging in the Indonesian context have not appeared in the literature. Therefore, to address this gap, this research investigated beliefs about multilingualism with respect to translanguaging, including language separation, language use/mixing, and language support, among pre-service EFL teachers in the Indonesian context. Materials and Methods. This study is quantitative in nature, adopting a survey research design. We collected data from 270 pre-service EFL teachers using an online Likert scale questionnaire that lacked any potentially sensitive questions. They were between the ages of 17 and 26, and were English teacher candidates majoring in English education at higher education institutions on the Indonesian islands of Sumatra, Java, Sulawesi, and Kalimantan. The collected data were analyzed using descriptive statistics, which included the percentages and frequency distributions of the participants' Likert scale responses. Results. The current study's findings corroborate previous research indicating that teachers believe multilingualism and collaborative use of languages are potential assets that can benefit their students' language learning. Discussion and Conclusion. Language separation in EFL classrooms appears to be a point of contention for the majority of pre-service EFL teachers surveyed, with a preference for and support for multilingualism and translanguaging over language separation in EFL classrooms. They agree on the importance of using or mixing other languages in their classes. On the one hand, they believe that it is critical to avoid other language support in classrooms; on the other hand, they believe that other language support can benefit students, offering a wave of optimism about future language education. Therefore, there is a need to gradually introduce and include pedagogical translanguaging to the existing curricula. The integration of new multilingual facts and the implementation of translanguaging pedagogies are part of a larger educational renewal. There is a need to intentionally create a multilingual space (translanguaging space) in EFL classrooms to fully utilise studentsʼ multilingual capabilities creatively and critically because today many teachers struggle to reconcile the disparities between monolingual educational policies and the realities of multilingual classrooms.
Indonesian Suburban Area EFL Teachers' Perspectives on Translanguaging
Register journal/Register, 2024
Bilinguals and multilingual people use translanguaging, which is the technique of using different linguistic components or forms of independent languages to improve communication. When incorporated into teaching methods, translanguaging strategies enable educators to bridge linguistic gaps and support the learning of a foreign language. Despite the perceived advantages of translanguaging, variations in teachers' perceptions create ideological barriers, hindering students from fully embracing translanguaging. This study intends to investigate the perspectives of Indonesian teachers teaching in suburban areas on translanguaging in English language instruction in order to obtain a deeper knowledge of this subject. This study used semi-structured interviews using a qualitative research design to go deep into teachers' insights on the topic. The result of the study shows that the participants
Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA)
Recent research has shown a paradigm shift towards the rise of translanguaging pedagogy as opposed to the so-called monolingual principles. Translanguaging pedagogy in educational contexts refers to the utilisation of all the linguistic and semiotic resources of students to foster learning. This crosslinguistic approach, thus, challenges language separation and softens the boundaries between languages. Translanguaging is also seen as a transformative pedagogy as it empowers multilinguals to embrace their whole repertoires. This present study involved the pre-service English as a Foreign Language (EFL) teachers in an Indonesian private university taking the English language teaching programme designed to prepare them to be future English teachers. This research aimed to investigate their perceptions of translanguaging pedagogy in order to promote reflections in pre-service English teachers regarding their own views of English language teaching. Six pre-service English teachers were i...
SEMIOTICS IN TEACHING INDONESIAN LANGUAGE
LINGUISTICS, 2019
ABSTRACT This paper deals with semiotics in teaching Indonesian language and their sample applications in the language classroom. The foundation for semiotics must be laid with perception. The objects of perception are percepts. Percepts are not the material objects in the physical realm that the mind imagines (rightly or wrongly) that it is sensing. Visual percepts are patterns of area (shape, size, and position) and color over a two-dimensional field. Audial percepts are patterns of pitch and volume over time. The verbal and the non-verbal aspects of language teaching should not be kept separate. The use of signs, symbols and visual aids by the teachers help the enhancement of the learning capacity of the language learner both at cognitive and meta-cognitive levels as they listen and try to learn a mother tounge language component in the classroom. Keywords : Semiotics, language teaching methods, context, sign, symbol
Translanguaging as a Practical Pedagogy Based on Educators’ Perspective
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris
As new approach of language teaching, translanguaging has become a popular topic and widely debated in applied linguistic for the last few years. This study explored educators’ perspective about the use of translangaging as practical pedagogy in EFL classroom in relation to their position that play a significant role in shifting educational practices. The research data was taken in the form of quantitative and qualitative using questionnaires and interview with participants by involving 15 English educators of Higher Education in Jakarta. The findings revealed positive outlooks on the use translanguaging as pedagogical practices in EFL that gave them opportunities rather as weaknesses like lack of proficiency. In addition, the educators also expressed various perceptions about language as separated system, language mixing, and language as single system that support each other.
Students' Attitude Towards Translanguaging Practice in Indonesian EFL Classes
AL-ISHLAH: Jurnal Pendidikan
The multilingual world demands educational stakeholders to adjust by embracing multilingual pedagogies. Translanguaging is deemed a prominent language practice to be implemented in educational settings, especially in the EFL class. However, the practice still obtains criticisms. Many scholars point out challenges in implementing classroom translanguaging. Therefore, studying attitudes, specifically students' attitudes, becomes significant at this point because it helps to reveal how students' feelings and thoughts of translanguaging practice are based on their learning experience. Further, their attitudes can be considered in the classroom decision making whether to translanguage or not to translanguage. The present study will generally continue what previous scholars have done but in a new context and methodology. This study investigated students' attitudes towards student- and teacher-directed translanguaging in Indonesian EFL classrooms. The participants were 40 grade...