Ricky Fajar Adiputra, Alief Noor Farida, Vionita Iken Restiana

Translanguaging practice in teaching internship among pre-service teachers: An analysis study of translanguaging in Indonesian EFL classrooms

Introduction

Translanguaging practice in teaching internship among pre-service teachers: an analysis study of translanguaging in indonesian efl classrooms. Study analyzes translanguaging by Indonesian pre-service EFL teachers in internships. Reveals effective use of diverse resources, interwoven methods, and multiple pedagogical purposes.

Abstract

This study addresses the limited research on translanguaging practices among pre-service teachers within the Indonesian English as a Foreign Language (EFL) context, especially among pre-service teachers. It aims to analyze how these novice teachers employ translanguaging as a pedagogical tool during their teaching internships, focusing specifically on its resources, methods, and purposes. Utilizing a qualitative descriptive approach, this research examines five publicly available YouTube videos of pre-service teachers' practicums, guided by the analytical framework of Jeon et al. (2025). The findings reveal that pre-service teachers fluidly integrate linguistic resources with a range of non-linguistic aids such as gestures and visual media. They demonstrated methodological agility, moving beyond simple translation ('translative' methods) to more complex 'interwoven' practices that seamlessly combine multiple resources in a single instructional flow. Furthermore, translanguaging was found to serve four key pedagogical purposes: material (clarifying academic content), managerial (organizing classroom activities), skill-building (scaffolding language acquisition), and expressive (fostering student participation and confidence). The study concludes and provides empirical evidence that these pre-service teachers effectively implement translanguaging strategies, challenging the notion of a significant theory-practice gap. Their performance suggests that their professional training is successfully equipping them to leverage students' full linguistic repertoires to create dynamic, inclusive, and effective learning environments.

Review

This study, "Translanguaging practice in teaching internship among pre-service teachers: An analysis study of translanguaging in Indonesian EFL classrooms," addresses a pertinent gap in the literature concerning translanguaging practices among pre-service teachers, particularly within the Indonesian EFL context. The research aims to meticulously analyze how these novice educators leverage translanguaging as a pedagogical tool during their teaching internships, focusing on the specific resources, methods, and purposes employed. Utilizing a qualitative descriptive approach and an analytical framework from Jeon et al. (2025), the study examines five publicly available YouTube videos of practicums, offering valuable insights into the dynamic interplay of languages in real-world classroom settings. A significant strength of this research lies in its detailed illumination of pre-service teachers' translanguaging strategies. The findings compellingly demonstrate their fluid integration of both linguistic and non-linguistic resources, such as gestures and visual media, alongside a methodological agility that transcends simple translation to embrace more complex, 'interwoven' practices. Crucially, the study identifies four distinct pedagogical purposes for translanguaging: clarifying academic content (material), organizing classroom activities (managerial), scaffolding language acquisition (skill-building), and fostering student engagement and confidence (expressive). This granular analysis provides robust empirical evidence that these pre-service teachers effectively implement translanguaging strategies, thereby challenging the often-cited theory-practice gap and affirming the success of their professional training in preparing them for inclusive and effective learning environments. While the study offers strong evidence of effective translanguaging, it also implicitly opens avenues for further exploration. The reliance on a limited number of publicly available YouTube videos, while a pragmatic choice for qualitative analysis, might warrant complementary data collection methods in future studies, such as in-person observations or teacher interviews, to provide deeper contextual understanding and rationales behind observed practices. Nevertheless, this paper makes a significant contribution by providing empirical validation for the practical application of translanguaging theory in teacher education. Its findings are highly relevant for teacher trainers and curriculum developers in EFL contexts, offering concrete examples of how pre-service teachers can be effectively equipped to harness students' full linguistic repertoires, ultimately fostering more dynamic and inclusive language learning classrooms.

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