PRE-SERVICE ENGLISH TEACHERS’ TRANSLANGUAGING PRACTICES

Journal of English Educational Study (JEES) Volume 7 Issue 1 May 2024 Page 47- 56 E-ISSN: 2655-0776 PRE-SERVICE ENGLISH TEACHERS’ TRANSLANGUAGING PRACTICES Dwi Riyanti Universitas Tanjungpura, Indonesia Submitted: 2023-11-24 Accepted: 2024-01-03 Abstract: Translanguaging in which more than one language is allowed to be used in the classroom is currently a trending issue that has been widely claimed to be helping students to foster foreign language learning, including learning English as a foreign language. While research on translanguaging within the EFL settings has been abundant, only a few studies are within the Indonesian context. Thus, it is crucial to investigate how translanguaging is employed within a high school context in Indonesia. Employing a qualitative case study, the study involved four pre-service English teachers who had a teaching practicum at a senior high school. The data were gathered from observing the recorded videos of participants’ teaching practicum teaching practicum as the participants while having a teaching practicum, interviewing them as a follow up of the observation, and open-ended questionnaire. The obtained data were analyzed thematically based on emerging themes. The findings indicate that pre-service teachers translanguage as they teach their students for various reasons, suggesting that translanguaging is important to enhance students' comprehension and to create a less stressful classroom atmosphere. Keywords: Translanguaging, pre-service teachers, teaching practicum INTRODUCTION In a world that is getting more global, monolingualism is no longer a norm to be able to be global citizens. While English as one of the international languages still becomes a dominant language that is learned and spoken worldwide, the approaches to teaching the English language are no longer following the trend in monolingual speaking countries where English is the sole language of instruction. In countries where the citizens are bilingual or multilingual, learning a foreign language using various languages that learners and teachers know can be beneficial for facilitating language learning. Utilizing more than one language, which is known as translanguaging is a practice that is mainly within language classroom settings, and can be one of the strategies applied by language teachers, including EFL teachers to maximize language learning (Anderson, 2018; Rasman, 2018; Wei, 2018). The utilization of translanguaging, especially for teaching students with bilingual or multilingual backgrounds promotes the development of learners' skills, particularly language skills. This is possible because learners are given opportunities to get access to their language repertoires to maximize their communicative potential (Raja et al., 2022; Wei, 2018). In brief, translanguaging has been claimed to help promote students' language learning (Anderson, 2022; Kampittayakul, 2017; Turnbull, 2019). Considering the benefits of translanguaging practices in enhancing students' competencies in language learning, the issue of translanguaging has been widely researched. Within the EFL 47 Riyanti. Pre-Service English...... Journal of English Educational Study (JEES) Volume 7 Issue 1 May 2024 Page 47- 56 E-ISSN: 2655-0776 contexts, there has been much research addressing translanguaging in connection with learners' emotion (Zhang, 2021), teachers’ perception (Al-Ahdal, 2020; Aoyama, 2020; Yasar Yuzlu & Dikilitas, 2022), teachers’ attitude (Raja et al., 2022; Sobkowiak, 2022), classroom practices (Afriadi, 2021; Ahn et al., 2020; Anderson, 2022; Gabryś-Barker, 2020; Kampittayakul, 2017; Ku, 2019; Rasman, 2018; Turnbull, 2019; Zhang & Chan, 2022; Zuo & Walsh, 2021), and its challenges (Ticheloven et al., 2021). The abundant studies that are concerned with translanguaging show that translanguaging is considered to be useful for promoting learners' competencies in language learning. According to Wei (2018), translanguaging can be considered a practical theory of language that can be applied within language classrooms. In addition to the utilization of translanguaging for developing learners’ language competent, translanguaging has also been researched in many countries such as Thailand (Kampittayakul, 2017), China (Wang, 2021; Zhang, 2021; Zhang & Chan, 2022; Zuo & Walsh, 2021), Taiwan (Ke & Lin, 2017; Ku, 2019) Korea (Ahn et al., 2020), Japan (Aoyama, 2020; Turnbull, 2019), Chile (Barahona, 2020), Poland (Sobkowiak, 2022), Turkey (Yasar Yuzlu & Dikilitas, 2022), and Indonesia (Raja et al., 2022; Rasman, 2018). While there has been abundant research related to translanguaging in many countries, there have been only two studies addressing how translanguaging is practiced within Indonesian contexts. Thus, it is important to conduct research related to translanguaging in Indonesian school contexts to contribute to existing literature on the practices of translanguaging within Indonesian contexts, especially in high school contexts. In particular, the current research is intended to know how pre-service teachers use and perceive translanguaging in their teaching practicum. METHODOLOGY A qualitative case study is used by the goal of the research, which is to discover how translanguaging is applied by EFL pre-service teachers in their teaching practicum and how they view it. A case study is used as the methodology in this study since it deals with providing answers to why and how questions (Yin, 2018). Given that the researcher wants to learn in-depth details on how a group of EFL pre-service teachers uses translanguaging in a high school teaching practicum, a case study is thought to be acceptable. The data for this study was obtained through the observation of video-recorded teaching practicum, interviews as a follow-up to the observation of recorded teaching practicum, openended questionnaires as a follow-up to the interviews, as well as document analysis. The indirect observation was done by looking closely at the participants' video-recorded teaching demonstrations and their transcriptions. While the main data was collected through analyzing the videos and interviews, an open-ended questionnaire was also distributed to the participants as a 48 Riyanti. Pre-Service English...... Journal of English Educational Study (JEES) Volume 7 Issue 1 May 2024 Page 47- 56 E-ISSN: 2655-0776 follow up to the interview with the intent to better understand how translanguaging is practiced by pre-service teachers. To triangulate the data, interviews and an open-ended questionnaire related to their reflection on their teaching practicum were used as secondary data sources. The obtained data was then analyzed qualitatively. The data from the interview was first transcribed and read carefully before being coded and categorized to see the emerging themes. FINDINGS AND DISCUSSION Pre-service teachers’ translanguaging practices Data from classroom observations, the questionnaire, and the interview i (...truncated)