A Teacher’s Translanguaging Strategies In Teaching Mathematic Through English (Emi) In The Indonesian Secondary School: A Qualitative Interview Study

Abstract

A number of recent studies have supported the occurrence of language issues in teaching content through English classrooms that affect student performance and the learning environment. This language issue arises due to the overlap between the monoglossic view on teaching content through English classroom and students' identity as multilingual practitioners. On this basis, experts and stakeholders have begun to look at the role of translanguaging as an appropriate pedagogical strategy to be involved in improving the practical system in teaching-content through English. The present study contributes to this growing body of literature by focusing on teachers’ translanguaging strategies in teaching mathematics through English in the Indonesian secondary school. The findings demonstrate that the teacher employs students’ complex linguistic resources in scaffolding translanguaging strategies. Notably, translanguaging strategies operate to satisfy the learning needs of multilingual learners to participate in the teaching content through English (EMI) classroom. As pedagogical strategies, translanguaging is an effective strategy to promote students achieving their highest potential and this study recommends the practice of translanguaging strategies. Additionally, the findings of this study also contribute practical insight to develop translanguaging strategies, particularly in the bilingual school or education.