TRANSLANGUAGING PRACTICES IN PESANTREN-BASED BILINGUAL EDUCATION: BRIDGING ARABIC, ENGLISH, AND LOCAL LANGUAGES

Abstract

This study explores the emerging translanguaging practices within pesantren-based bilingual education in Indonesia, focusing on the dynamic interplay between Arabic, English, and local vernaculars (e.g., Javanese or Bahasa Indonesia) in classroom interactions and religious learning environments. Drawing on ethnographic classroom observations, interviews with teachers and students, and analysis of pedagogical materials, the research highlights how multilingual resources are strategically mobilized to facilitate comprehension of religious texts, enhance communicative competence, and foster a culturally grounded yet globally relevant linguistic identity. The findings reveal that translanguaging functions not only as a pedagogical tool but also as an ideological stance that challenges traditional language hierarchies and redefines the role of pesantren in the 21st-century Islamic education landscape. Moreover, the study uncovers tensions between institutional language policies and grassroots classroom practices, suggesting the need for more flexible and context-sensitive approaches to language planning in Islamic educational institutions. By situating the analysis within the broader framework of critical applied linguistics and Islamic pedagogy, this research contributes to ongoing debates on multilingualism, religious education, and identity formation in the Global South.

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