Translanguaging in EFL Classroom in Indonesia
DOI:
https://doi.org/10.55606/jupensi.v6i1.7105Keywords:
Classroom Interaction, EFL Classroom, Genre-Based Teaching, Indonesian Multilingualism, Multilingual Pedagogy, TranslanguagingAbstract
This paper examines translanguaging as a pedagogical necessity in multilingual English as a Foreign Language (EFL) classrooms, with particular attention to the Indonesian context. While English-only policies remain influential, they often conflict with the multilingual realities learners bring into classrooms. Drawing on translanguaging theory and recent empirical studies, this paper argues that multilingual meaning-making is not a deviation from pedagogy but a strategic resource that enhances comprehension, participation, and learning access. Indonesia provides a compelling case due to its layered multilingual ecology, where local languages, Bahasa Indonesia, and English interact dynamically in classroom practices. Special attention is given to genre-based English instruction, illustrating how teachers strategically integrate languages to scaffold conceptual understanding, support learner engagement, and facilitate academic literacy development. By synthesizing theoretical perspectives and Indonesian classroom evidence, this paper highlights limitations in bilingual-based translanguaging models and calls for context-sensitive pedagogical frameworks. Translanguaging is thus positioned as an inclusive and socially responsive approach to multilingual EFL education.
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