Examining the Perceptions of Translanguaging by Pre-service Teachers in Indonesian EFL Higher Education Classrooms

Abstract

This study explores pre-service teachers' perceptions of translanguaging practices in teaching English as a foreign language (EFL) in multilingual Indonesia. Through a qualitative research approach, the research involved three pre-service teachers who were attending university courses. The results showed that these pre-service teachers perceived translanguaging as an effective, flexible, and inclusive learning tool. They saw the benefits of translanguaging in improving pre-service teachers’ engagement, learning motivation, comprehension, and language skills. However, major obstacles emerged in the implementation of translanguaging, mainly related to the lack of curriculum policy support, which resulted in confusion in the guidelines for its use. The lack of resources and materials that support translanguaging is also a challenge. Some pre-service teachers also faced disapproval or incomprehension from others regarding the use of translanguaging. This research underscores the need for policy changes and further support to effectively utilize translanguaging in English language learning in Indonesia. Better training and awareness of translanguaging are also needed among English language educators. The results of this study provide an important foundation for the development of more effective translanguaging practices in English language learning in Indonesia. To achieve this, collaboration between educators, curriculum developers, and policy makers was identified as an important step towards creating an educational environment that supports successful translanguaging practices.