Translanguaging as a Scaffold for Multilingual Students in English Class: Indonesian Students’ Case

Abstract

In translanguaging, multicultural students with diverse linguistic and cultural backgrounds utilise their entire linguistic repertoire to learn English. This study underscores the pedagogical value of adopting ELF-informed pedagogy by recognising students’ translanguaging, a common practice in Indonesia, during student-led Zoom discussions. Critical case purposive sampling, which focuses on information-rich cases, was used to focus on a group of cases in which students used English, Bahasa Indonesia, and Sundanese to participate in the discourse. Involving 37 third-year English education students at a public university in Bandung, Indonesia, this study reveals that translanguaging sustains dialogue in the discussion, invites active student engagement, and fosters meaningful knowledge construction. In short, translanguaging creates an inclusive, context-responsive space for student voices.

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