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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
Language: English
Authors: Juhana Juhana (ORCID 0000-0001-8889-0367), Maya Puspitasari (ORCID 0000-0002-6879-309X), Bachtiar Bachtiar (ORCID 0000-0002-5653-1252)
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
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  Data: Translanguaging in the EFL Classroom: Bridging Language Barriers for Inclusive and Motivated Learning
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  Data: <searchLink fieldCode="AR" term="%22Juhana+Juhana%22">Juhana Juhana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8889-0367">0000-0001-8889-0367</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maya+Puspitasari%22">Maya Puspitasari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6879-309X">0000-0002-6879-309X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bachtiar+Bachtiar%22">Bachtiar Bachtiar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5653-1252">0000-0002-5653-1252</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2026 54:83-101.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 19
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  Data: 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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      – Text: English
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        PageCount: 19
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Code Switching (Language)
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      – SubjectFull: Language Usage
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Native Language
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      – SubjectFull: Student Participation
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      – SubjectFull: Student Motivation
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Indonesia
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      – TitleFull: Translanguaging in the EFL Classroom: Bridging Language Barriers for Inclusive and Motivated Learning
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