Abstract
Translanguaging is a tool for bilingual or multilingual to learn more than one language. In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants. The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.
Highlights
The current empirical evidence of translanguaging practice in English as Foreign Languages classroom focuses on supporting the teaching of a multilingual student on students; language practices, especially on immigrant students (Daniel & Pacheco, 2016)
In its implementation, translanguaging practice helps the English language learning in the context of EFL classroom in Indonesia (Rasman, 2018)
The previous studies revealed that the use of translanguaging practice in the classroom has been examined by some higher education based upon the perspective of the immigrant students from Panjabi
Summary
The current empirical evidence of translanguaging practice in English as Foreign Languages classroom focuses on supporting the teaching of a multilingual student on students; language practices, especially on immigrant students (Daniel & Pacheco, 2016). On the other hand, translanguaging in the classroom is potential to deepen an understanding on socio-political engagement, develop critical thinking, and extend metalinguistic awareness and cross-linguistic flexibility. It can engage between the lecturer and students (Creese & Blackledge, 2015). A similar case is found in United States where translanguaging was used to support students’ practice and the lecturer should make some efforts to implement translanguaging to know their students (Daniel & Pacheco, 2016) It has been a study on translanguaging in a higher education context, it is still in the context of diploma degree students. This research clarified two questions: 1) What types of translanguaging practices that have been prominently used by EFL lecturer in the classroom?
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