Teachers’ Pedagogical Reasoning for Translanguaging in Multilingual EFL Classrooms: Evidence from Indonesia
DOI:
https://doi.org/10.55927/fjsr.v5i4.27Keywords:
Translanguaging, Multilingual Education, Pedagogical Reasoning, EFL ClassroomsAbstract
Translanguaging has increasingly been recognized as a significant pedagogical approach in multilingual education, particularly in English as a Foreign Language (EFL) context. This study explores the pedagogical reasoning behind teachers’ use of translanguaging in multilingual EFL classrooms in Indonesia. Using a qualitative phenomenological approach, data were collected through classroom observations and semi-structured interviews with five English teachers and analyzed thematically. The findings show that translanguaging is deliberately used to support comprehension, encourage participation, and address varying proficiency levels. Teachers also regulate its use to balance multilingual support with continued exposure to English. These results suggest that translanguaging operates as a strategic and context sensitive pedagogical resource rather than a spontaneous practice. The study highlights the importance of teacher decision-making and recommends integrating translanguaging into teacher education and professional development.
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