An Observational Study Of Translanguaging Practices By An Indonesian Efl Lecturer

Abstract

The use of translanguaging in classroom interactions has numerous advantages for both students and educators. Seeing translanguaging practices that can be used to facilitate learning in the classroom, it is becoming difficult to ignore the existence of translanguaging. Despite there have been widely studies of translanguaging, less attention has been given to actual practices by the lecturer in EFL classroom. This study aims to fill this gap by exploring translanguaging practices by an Indonesian EFL lecturer. The research design administered here was a qualitative study. The setting of this research is a private university in Yogyakarta. Data was conducted through online classroom observation. Data was categorised based on several types of translanguaging practices that has been conducted by Iversen (2019). This research reveals that there are several types of translanguaging applied by the lecturer in the classroom. Therefore, translanguaging is always used by the lecturer for many reasons: triggering higher responses from students, giving instruction, managing the classroom interaction, and also avoiding misconceptions about the learning materials. However, in general, the lecturer uses the linguistic repertoire of the student to conduct negotiation and knowledge acquisition. Furthermore, this study provides an explanation of how an Indonesian EFL lecturer practices translanguaging because this study explores translanguaging practices of an Indonesian EFL lecturer which she has been doing so far.