Original Research
Translanguaging in the EFL Classroom: Bridging Language Barriers for Inclusive and Motivated Learning
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Experiencing the increased linguistic diversity in classrooms due to globalisation, translanguaging is a transformative pedagogical strategy to support students. This study examined the significance of translanguaging in enhancing language acquisition and content comprehension, addressing the challenges faced by English teachers in geographically diverse settings. Using a mixed-method approach, we conducted the research in Indonesia with culturally and linguistically diverse student populations. Data collection included open- and closed-ended questionnaires to capture comprehensive insights into translanguaging practices. The findings of this study indicated that translanguaging promotes an inclusive environment, enhancing student participation and confidence by allowing students to speak their native languages in the EFL classroom. The participating teachers generally had positive perceptions of translanguaging, stating that it was a facilitative practice that helps students increase their motivation and engagement. However, concerns remain regarding the overreliance on the native language and its potential impact on students' outcomes in the EFL classroom. This study highlights the need to integrate translanguaging systematically to create inclusive and equitable educational practices, offering valuable insights for teachers, school principals and policymakers seeking to promote inclusive and equitable educational environments.
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Keywords
Translanguaging; English Language Teaching; Indonesia; Language Barriers; Inclusive Learning
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Acknowledgements
Not applicable.
Funding
This research received no external funding.
CRediT Authorship Contribution Statement
Juhana Juhana: Conceptualization, Methodology, Investigation, Data curation, Writing – Original Draft
Maya Puspitasari: Investigation, Formal analysis, Validation, Writing – Review & Editing, Supervision, Project Administration, Visualization
Bachtiar Bachtiar: Resources, Writing – Review & Editing, Validation
Generative AI Use Disclosure Statement
In accordance with the policy of Language Teaching Research Quarterly on transparency in generative AI use, we confirm that OpenAI’s ChatGPT (GPT-5, 2025 version) was used to refine the language, structure, and clarity of the revised manuscript. Additionally, QuillBot was employed for sentence-level paraphrasing with an academic tone, and Grammarly Pro was used to ensure grammatical accuracy and consistency. Google Translate was used to translate the participants' responses from Indonesian into English.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
This study was conducted in accordance with established ethical guidelines. Informed consent was obtained from all participants prior to data collection, and their confidentiality and anonymity were strictly ensured throughout the research process.
Competing Interests
We have no conflicts of interest to disclose.
Data Availability
The data of this study has been stored, and it is available on the pertinent request by the interested party.