Translanguaging in the EFL Classroom: Bridging Language Barriers for Inclusive and Motivated Learning
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| Title: | Translanguaging in the EFL Classroom: Bridging Language Barriers for Inclusive and Motivated Learning |
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| Language: | English |
| Authors: | Juhana Juhana (ORCID |
| Source: | Language Teaching Research Quarterly. 2026 54:83-101. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | English (Second Language), Second Language Instruction, Code Switching (Language), Language Usage, Student Diversity, Program Effectiveness, Native Language, Teacher Attitudes, Student Participation, Student Motivation, Barriers, Foreign Countries, Elementary Secondary Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2667-6753 |
| Abstract: | Experiencing the increased linguistic diversity in classrooms due to globalisation, translanguaging is a transformative pedagogical strategy to support students. This study examined the significance of translanguaging in enhancing language acquisition and content comprehension, addressing the challenges faced by English teachers in geographically diverse settings. Using a mixed-method approach, we conducted the research in Indonesia with culturally and linguistically diverse student populations. Data collection included open- and closed-ended questionnaires to capture comprehensive insights into translanguaging practices. The findings of this study indicated that translanguaging promotes an inclusive environment, enhancing student participation and confidence by allowing students to speak their native languages in the EFL classroom. The participating teachers generally had positive perceptions of translanguaging, stating that it was a facilitative practice that helps students increase their motivation and engagement. However, concerns remain regarding the overreliance on the native language and its potential impact on students' outcomes in the EFL classroom. This study highlights the need to integrate translanguaging systematically to create inclusive and equitable educational practices, offering valuable insights for teachers, school principals and policymakers seeking to promote inclusive and equitable educational environments. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517807 |
| Database: | ERIC |
| Abstract: | Experiencing the increased linguistic diversity in classrooms due to globalisation, translanguaging is a transformative pedagogical strategy to support students. This study examined the significance of translanguaging in enhancing language acquisition and content comprehension, addressing the challenges faced by English teachers in geographically diverse settings. Using a mixed-method approach, we conducted the research in Indonesia with culturally and linguistically diverse student populations. Data collection included open- and closed-ended questionnaires to capture comprehensive insights into translanguaging practices. The findings of this study indicated that translanguaging promotes an inclusive environment, enhancing student participation and confidence by allowing students to speak their native languages in the EFL classroom. The participating teachers generally had positive perceptions of translanguaging, stating that it was a facilitative practice that helps students increase their motivation and engagement. However, concerns remain regarding the overreliance on the native language and its potential impact on students' outcomes in the EFL classroom. This study highlights the need to integrate translanguaging systematically to create inclusive and equitable educational practices, offering valuable insights for teachers, school principals and policymakers seeking to promote inclusive and equitable educational environments. |
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| ISSN: | 2667-6753 |
