Why Do I Have to Translanguage? Voices from Peripheral Indonesian English Lecturers Using Translanguaging in EFL Context

Authors

  • Bayu Andika Prasatyo

    Doctoral Program in Applied English Linguistics, Faculty of Education and Languages, Atma Jaya Catholic University of Indonesia, Jakarta 12930, Indonesia
  • Luciana

    Doctoral Program in Applied English Linguistics, Faculty of Education and Languages, Atma Jaya Catholic University of Indonesia, Jakarta 12930, Indonesia
  • Ade Windiana Argina

    Doctoral Program in Applied English Linguistics, Faculty of Education and Languages, Atma Jaya Catholic University of Indonesia, Jakarta 12930, Indonesia
  • Dini Hidayati

    Doctoral Program in Applied English Linguistics, Faculty of Education and Languages, Atma Jaya Catholic University of Indonesia, Jakarta 12930, Indonesia
  • Hayati Nupus

    Doctoral Program in Applied English Linguistics, Faculty of Education and Languages, Atma Jaya Catholic University of Indonesia, Jakarta 12930, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i6.9687
Received: 24 April 2025 | Revised: 16 May 2025 | Accepted: 27 May 2025 | Published Online: 9 June 2025

Abstract

Translanguaging, efficiently employing various languages within a single class, has gained recognition as an effective pedagogical tool. However, its implementation and acceptance differ significantly, especially in areas where English is not the primary language. This article reports on research that questions the existence and the utilization of translanguaging practices of peripheral Indonesian English lecturers in their classrooms. Through qualitative interviews and thematic analysis, this research captures the voices of lecturers who navigate the complexities of teaching English in a multilingual context. The study found that translanguaging helps lecturers showcase, elaborate on, and reinforce the content of learning materials, guide them as explanatory and managerial strategies in their classroom, motivate students to speak within peer discussion and create an engaging learning environment flexibly. Furthermore, the research highlights several pedagogical implications of translanguaging for English as a Foreign Language (EFL) instruction in Indonesia. The implication lies within three specific facets. First, it enhances student participation in group activities and improves learning outcomes in teaching speaking and writing. Secondly, it can aid students in enhancing their multilingual skills, particularly proficiency in the English language. Lastly, translanguaging supports the students’ cognitive, affective, and social engagement as it bridges linguistic gaps and encourages deeper understanding and collaboration among learners.

Keywords:

EFL; Multilingual; Translanguaging Practice

References

[1] Hall, G., 2020. Framing the realities of TESOL practice through a translanguaging lens. In: Tian, Z., Aghai, L., Sayer, P., et al. (eds.). Envisioning TESOL through a Translanguaging Lens: Global Perspectives. Springer International Publishing: Cham, Switzerland. pp. 67–90. DOI: https://doi.org/10.1007/978-3-030-47031-9_4

[2] Jacobson, R., Faltis, C. (eds.), 1990. Language Distribution Issues in Bilingual Schooling. Multilingual Matters: Bristol, UK.

[3] Otheguy, R., García, O., Reid, W., 2015. Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review. 6(3), 281–307. DOI: https://doi.org/10.1515/applirev-2015-0014

[4] Otheguy, R., García, O., Reid, W., 2019. A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review. 10(4), 625–651. DOI: https://doi.org/10.1515/applirev-2018-0020

[5] MacSwan, J., 2017. A multilingual perspective on translanguaging. American Educational Research Journal. 54(1), 167–201.

[6] Emilia, E., Hamied, F., 2022. Translanguaging practices in a tertiary EFL context in Indonesia. TEFLIN Journal: A Publication on the Teaching and Learning of English. 33(1), 47–74. DOI: https://doi.org/10.15639/teflinjournal.v33i1/47-74

[7] Khairunnisa, K., Lukmana, I., 2020. Teachers’ attitudes towards translanguaging in Indonesian EFL classrooms. Jurnal Penelitian Pendidikan. 20(2), 254–266. DOI: https://doi.org/10.17509/jpp.v20i2.27046

[8] Raja, F., Suparno, S., Ngadiso, N., 2022. Teachers’ attitude towards translanguaging practice and its implication in Indonesian EFL classroom. Indonesian Journal of Applied Linguistics. 11(3), 567–576. DOI: https://doi.org/10.17509/ijal.v11i3.38371

[9] McMillan, B., Rivers, D., 2011. The practice of policy: Teacher attitudes toward 'English Only'. System. 39(2), 251–263. DOI: https://doi.org/10.1016/j.system.2011.04.011

[10] Nambisan, K.A., 2014. Teachers’ attitudes towards and uses of translanguaging in English language classrooms in Iowa [Master's thesis]. Iowa State University: Ames, Iowa, USA. DOI: https://doi.org/10.31274/etd-180810-3781

[11] Yuvayapan, F., 2019. Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistics Studies. 15(2), 678–694. DOI: https://doi.org/10.17263/jlls.586811

[12] Prasatyo, B.A., Luciana, L., Hidayati, D., 2025. Bridging worlds with words: Translanguaging space as a transformation of specific-cultural constructs. Jurnal Pendidikan Progresif. 15(1), 671–690. DOI: https://doi.org/10.23960/jpp.v15i1.pp671-690

[13] Sugiharto, S., 2022. Translanguaging practices in composition scholarship and pedagogy: Issues, evidence, and controversies. Indonesian Journal of EFL and Linguistics. 7(1), 147–162. DOI: https://doi.org/10.21462/ijefl.v7i1.469

[14] Wang, D., 2019. Multilingualism and translanguaging in Chinese language classrooms. Palgrave Macmillan: Cham, Switzerland. DOI: https://doi.org/10.1007/978-3-030-02529-8

[15] Moody, S., Chowdhury, M., Eslami, Z., 2019. Graduate students’ perceptions of translanguaging. English Teaching and Learning. 43, 85–103. DOI: https://doi.org/10.1007/s42321-018-0019-z

[16] Rasman, R., 2018. To translanguage or not to translanguage? The multilingual practice in an Indonesian EFL classroom. Indonesian Journal of Applied Linguistics. 7(3), 687–694. DOI: https://doi.org/10.17509/ijal.v7i3.9819

[17] Nikula, T., Moore, P., 2019. Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism. 22(2), 237–249. DOI: https://doi.org/10.1080/13670050.2016.1254151

[18] Fallas Escobar, C., 2019. Translanguaging by design in EFL classrooms. Classroom Discourse. 10(3–4), 290–305. DOI: https://doi.org/10.1080/19463014.2019.1628789

[19] Wei, L., 2018. Translanguaging as a practical theory of language. Applied Linguistics. 39(1), 9–30. DOI: https://doi.org/10.1093/applin/amx039

[20] Cook, V., Wei, L. (eds.), 2016. The Cambridge handbook of linguistic multi-competence. Cambridge University Press: Cambridge, UK. DOI: https://doi.org/10.1017/CBO9781107425965

[21] Yuzlu, M.Y., Dikilitas, K., 2022. Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching. 16(2), 176–190. DOI: https://doi.org/10.1080/17501229.2021.1892698

[22] García, O., Kano, N., 2014. Translanguaging as process and pedagogy: Developing the English writing of Japanese students in the US. In: Conteh, J., Meier, G. (eds.). Opportunities and Challenges. Multilingual Matters: Bristol, UK. pp. 258–277. DOI: https://doi.org/10.21832/9781783092246-018

[23] García, O., Lin, A., 2017. Translanguaging in bilingual education. In: García, O., Lin, A., May, S. (eds.). Bilingual and Multilingual Education. Springer: Cham, Switzerland. pp. 117–130. DOI: https://doi.org/10.1007/978-3-319-02258-1_9

[24] Mateus, S.G., 2014. Translanguaging: Language, Bilingualism, and Education: Ofelia García and Li Wei. (2014). New York, NY: Palgrave MacMillan, 162 pp. Bilingual Research Journal. 37(3), 366–369. DOI: https://doi.org/10.1080/15235882.2014.965361

[25] García, O., Wei, L., 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765

[26] Li, W., 2011. Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics. 43(5), 1222–1235. DOI: https://doi.org/10.1016/j.pragma.2010.07.035

[27] Nursanti, Y., 2016. Students’ perception of teacher’s bilingual language use in an English classroom. Journal of English and Education. 4(1), 159–176.

[28] Getie, A.S., 2020. Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education. 7(1), 1738184. DOI: https://doi.org/10.1080/2331186X.2020.1738184

[29] Devi, R.K.R., Devi, K.R., 2024. A survey of elementary school students’ attitudes towards English language learning in Manipur. Educational Administration: Theory and Practice. 30(5), 6667–6673. DOI: https://doi.org/10.53555/kuey.v30i5.3990

[30] Pham, D., Pham, T., 2021. Attitude and motivation in language learning: A review. Journal of English Language Teaching and Applied Linguistics. 3(5), 64–72. DOI: https://doi.org/10.32996/jeltal.2021.3.5.7

[31] Susanto, A., 2018. The important role of motivation in foreign language learning: A review. Judika (Jurnal Pendidikan Unsika). 6(1), 50–59.

[32] Padwick, A., 2010. Attitudes towards English and varieties of English in globalising India - Has globalisation affected Indian identifications with 'Indian English' and generated new interest in British or American varieties of English? [Master’s thesis]. Jagiellonian University: Krakow, Poland.

[33] Anderson, J., 2008. Towards an integrated second-language pedagogy for foreign and community/heritage languages in multilingual Britain. Language Learning Journal. 36(1), 79–89. DOI: https://doi.org/10.1080/09571730801988553

[34] Cenoz, J., Santos, A., 2020. Implementing pedagogical translanguaging in trilingual schools. System. 92, 102273. DOI: https://doi.org/10.1016/j.system.2020.102273

[35] Cenoz, J., Gorter, D., 2017. Translanguaging as a pedagogical tool in multilingual education. In: Cenoz, J., Gorter, D., May, S. (eds.). Language Awareness and Multilingualism. Springer International Publishing: Cham, Switzerland. pp. 309–321. DOI: https://doi.org/10.1007/978-3-319-02240-6_20

[36] García, O., Kleyn, T., 2016. Translanguaging with multilingual students: Learning from classroom moments. Routledge: New York, USA; London, UK.

[37] Pacheco, M.B., Miller, M.E., 2016. Making meaning through translanguaging in the literacy classroom. The Reading Teacher. 69(5), 533–537. DOI: https://doi.org/10.1002/trtr.1390

[38] Lewis, G., Jones, B., Baker, C., 2012. Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation. 18(7), 641–654. DOI: https://doi.org/10.1080/13803611.2012.718488

[39] Alkatheery, E., 2014. Feature article functions of teacher code-switching in a Saudi EFL classroom: A case study. Perspectives (TESOL Arabia). 22(3), 18–23.

[40] Lasagabaster, D., García, O., 2014. Translanguaging: towards a dynamic model of bilingualism at school. Cultura y Educación. 26(3), 557–572. DOI: https://doi.org/10.1080/11356405.2014.973671

[41] Rivera, A.J., Mazak, C.M., 2017. Analyzing student perceptions on translanguaging: A case study of a Puerto Rican university classroom. HOW. 24(1), 122–138.

[42] Hua, Z., David, A., 2009. Study design: Cross-sectional, longitudinal, case, and group. In: Wei, L., Moyer, M.G. (eds.). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. John Wiley & Sons: Hoboken, NJ, USA. pp. 88–107. DOI: https://doi.org/10.1002/9781444301120.ch6

[43] Creswell, J.W., 2012. Research design: qualitative, quantitative and mixed method approaches [in Indonesian]. Pustaka Pelajar: Yogyakarta, Indonesia.

[44] Miles, M.B., Huberman, A.M., 1994. Qualitative data analysis: An expanded sourcebook, 2nd ed. SAGE Publications: Thousand Oaks, CA, USA.

[45] Carstens, A., 2016. Translanguaging as a vehicle for L2 acquisition and L1 development: students’ perceptions. Language Matters. 47(2), 203–222. DOI: https://doi.org/10.1080/10228195.2016.1153135

[46] Palmer, D., 2011. The discourse of transition: Teachers’ language ideologies within transitional bilingual education programs. International Multilingual Research Journal. 5(2), 103–122. DOI: https://doi.org/10.1080/19313152.2011.594019

[47] Johansson, S., 2014. Code-switching in the English classroom: What teachers do and what their students wish they did [Master’s thesis]. Karlstad University: Karlstad, Sweden.

[48] Li, M., Exley, B., 2019. Benefits of translanguaging and transculturation exchanges between international higher degree research students and English medium research supervisors. In: Liyanage, I., Walker, T. (eds.). Multilingual Education Yearbook 2019: Media of Instruction & Multilingual Settings. Springer International Publishing: Cham, Switzerland. pp. 121–135. DOI: https://doi.org/10.1007/978-3-030-14386-2_7

[49] Worthy, J., Durán, L.G., Hikida, M., et al., 2013. Spaces for dynamic bilingualism in read-aloud discussions: Developing and strengthening bilingual and academic skills. Bilingual Research Journal. 36(3), 311–328. DOI: https://doi.org/10.1080/15235882.2013.845622

[50] Carroll, K., Van den Hoven, M., 2017. Translanguaging within higher education in the United Arab Emirates. In: Mazak, C., Carroll, K. (eds.). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters: Blue Ridge Summit, Bristol, UK. pp. 141–156. DOI: https://doi.org/10.21832/9781783096657-010

[51] García, O., Wei, L., 2013. Translanguaging: Language, bilingualism and education. Palgrave Pivot: London, UK. DOI: https://doi.org/10.1057/9781137385765

Downloads

How to Cite

Prasatyo, B. A., Luciana, Argina, A. W., Hidayati, D., & Nupus, H. (2025). Why Do I Have to Translanguage? Voices from Peripheral Indonesian English Lecturers Using Translanguaging in EFL Context. Forum for Linguistic Studies, 7(6), 690–704. https://doi.org/10.30564/fls.v7i6.9687

Issue

Vol. 7 , Iss. 6 (July 2025)

Article Type

Article

License

Copyright © 2025 Bayu Andika Prasatyo, Luciana, Ade Windiana Argina, Dini Hidayati, Hayati Nupus

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.