Teachers’ and Students’ Perspectives on the Roles and Functions of Translanguaging in Supporting Engagement and Conceptual Understanding in EFL Classrooms

Abstract

Translanguaging is gaining increasing attention as a bilingual/multilingual pedagogical practice in English as a Foreign Language (EFL) classrooms because it allows teachers and students to utilize their language repertoires to support classroom interactions and learning processes. However, previous research in the Indonesian EFL context has largely focused on teacher practices, teacher observations, or instructional strategies without adequately exploring the roles and functions of translanguaging in supporting classroom engagement and conceptual understanding from both teacher and student perspectives. Therefore, this study aims to explore the roles and functions of translanguaging based on teachers' experiences and students' opinions in supporting engagement and conceptual understanding through translanguaging applications in EFL classrooms. This study employed a qualitative multiple case study design involving English teachers and students from two secondary schools in Indonesia. Data were collected from semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings indicate that teachers perceive translanguaging as an important instructional and interactional resource in clarifying concepts, facilitating classroom communication, encouraging student participation, and reducing language barriers during classroom interactions. Meanwhile, students perceived translanguaging as helpful in increasing emotional comfort, supporting active participation, and enhancing classroom engagement during English learning activities. The findings of this study indicate that translanguaging serves as a supportive bilingual practice in facilitating more meaningful classroom interactions in an EFL context. This study contributes to the growing discussion on translanguaging for multilingual research by providing a more comprehensive understanding of how translanguaging is perceived by both teachers and students in Indonesian EFL classrooms, particularly in Makassar.