The Use Of Translanguaging In Efl Classes: The Views Of English Teachers

Abstract

The use of translanguaging in English as a Foreign Language (EFL) has become an increasingly relevant pedagogical strategy in Indonesia, particularly as students continue to struggle with comprehending the target language. This study aims to examine the use of translanguaging in EFL classrooms from the perspective of English teachers. The focus of the study covers four main aspects: how translanguaging is used by teachers in English learning, the purposes of using translanguaging, the challenges teachers face in implementing it, and the strategies teachers use to overcome these challenges in the context of junior high school EFL classrooms. A qualitative phenomenological design was employed in this study. Three English teachers from Sekolah Menengah Pertama Islam (SMPI) in Malang and two Madrasah Tsanawiyah (MTs) in Pasuruan were selected through purposive sampling based on their teaching experience, educational background, and active use of translanguaging. Data were collected through classroom observations and in-depth interviews. The data were analyzed using Miles and Huberman’s model, consisting of data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through triangulation of sources, techniques, and time. The findings reveal that translanguaging serves as a meaningful bridge between English and the students’ familiar languages, predominantly Indonesian and local languages. Its primary functions include clarifying concepts, enhancing understanding of vocabulary and structures, reducing student anxiety, and promoting classroom participation. Nevertheless, several challenges emerged, including the risk of overdependence on L1, English-only school policies, linguistic diversity among students, and limited formal training on translanguaging. Teachers addressed these issues by applying controlled and intentional translanguaging, adjusting their language use based on students’ responsiveness, and combining English and Indonesian proportionally. In conclusion, translanguaging proves to be an effective and flexible pedagogical strategy that supports EFL learning at the junior secondary level. Its practice enhances students’ comprehension, motivation, and engagement; however, it must be implemented thoughtfully to avoid reducing exposure to English as the target language.

Keywords: English as a Foreign Language (EFL), Teachers’ Views, Translanguaging.