The power of translanguaging by Papuan non-EFL students during EFL virtual class

Rahmawansyah Sahib, Ade Yamin, Marwan Sileuw, Zulihi Zulihi

Abstract


The study focuses on addressing a knowledge gap in learning English for non-EFL students in higher education in Papua. Non-EFL students in Papua sometimes find English unattractive, if not frightening. Translanguaging helps non-EFL students to acquire and practice English skills in virtual classrooms. The purpose of this study is to investigate the process of non-EFL students' virtual EFL learning through translanguaging. A qualitative study was conducted through interviews and observations with EFL teachers and non-EFL students attending English classes. There are several non-English departments in one of the higher education institutions in Papua, which are sources of information in this study. The data are then analyzed qualitatively using a discourse analysis framework. The results of the study show that the power of translanguaging for non-EFL students is an option that is always used during virtual English learning. The process of virtual English learning uses different digital learning platforms such as Zoom meetings, WhatsApp groups and Google classroom. The use of this platform has its own privileges as long as it is used in virtual English learning with translanguaging. The process of learning English using different platforms can be described by two activities, such as teacher activities using translanguaging and student activities. Virtual English learning using translanguaging is also illustrated by the use of various language resources owned by students. This is an added value of virtual EFL learning using translanguaging. Therefore, it is highly recommended that EFL teachers use translanguaging during the virtual EFL teaching process to make it easier for non-EFL students to understand EFL subjects.


Keywords


Translanguaging; Papuan Non-EFL students; EFL virtual class

References


Bartlett, K. A. (2018). Applying translanguaging techniques in Japanese EFL settings. Asian Conference on Language Learning, 13. Kobe, Japan.

Berlianti, D. G. A., & Pradita, I. (2021). Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students? Communication in Humanity and Social Science, 1(1), 42–46. https://doi.org/10.21924/chss.1.1.2021.14

Blackledge, A., Creese, A., & Hu, R. (2016). The structure of everyday narrative in a city market: An ethnopoetics approach. Journal of Sociolinguistics, 20(5), 654–676.

Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education (MA: Allyn & Bacon, Ed.). Boston.

Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593

Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. (5th ed.). SAGE Publications, inc.

Duggan, N., Holmström, I., & Schönström, K. (2023). Translanguaging practices in adult education for deaf migrants. DELTA: Documentação de Estudos Em Lingüística Teórica e Aplicada, 39(1). https://doi.org/10.1590/1678-460x202359764

García, O. (2011). Bilingual education in the 21st century: A global perspective. (John Wiley & Sons., Ed.).

García, Ofelia, & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Heteroglossia as practice and pedagogy (pp. 199–216). Springer.

García, Ofelia, & Otheguy, R. (2020). Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. https://doi.org/10.1080/13670050.2019.1598932

García, Ofelia, & Wei, L. (2018). Translanguaging. In The Encyclopedia of Applied Linguistics (pp. 1–7). Wiley. https://doi.org/10.1002/9781405198431.wbeal1488

Gee, J. P. (2011). How to do discourse analysis: A toolkit. New York and London: Routledge.

Genc, E., Yuksel, D., & Curle, S. (2023). Lecturers’ translanguaging practices in English-taught lectures in Turkey. Journal of Multilingual Theories and Practices, 4(1), 8–31. https://doi.org/10.1558/jmtp.23945

Jones, B. (2017). Translanguaging in Bilingual Schools in Wales. Journal of Language, Identity & Education, 16(4), 199–215. https://doi.org/10.1080/15348458.2017.1328282

Khubchandani, L. M. (1997). Language Policy and Education in the Indian Subcontinent. In Encyclopedia of Language and Education (pp. 179–187). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-011-4538-1_17

Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation, 18(7), 655–670.

Li, W., & Shen, Q. (2021). Translanguaging: Origins, developments, and future directions. Journal of Foreign Languages, 44(4), 2–14.

Malik, S. (2022). TEACHERS ’ PERCEPTIONS TOWARDS TRANSLANGUAGING STRATEGY IN ESL CLASSROOM SETTINGS OF PAKISTANI PRIVATE UNIVERSITIES. Pakistan Journal of Social Research, 4(3), 423–432.

Neupane, P. P. (2021). Translanguaging in English Language Teaching. BMC Journal of Scientific Research, 4(1), 42–48. https://doi.org/10.3126/bmcjsr.v4i1.42247

Oliver, R., Wigglesworth, G., Angelo, D., & Steele, C. (2021). Translating translanguaging into our classrooms: Possibilities and challenges. Language Teaching Research, 25(1), 134–150. https://doi.org/10.1177/1362168820938822

Rerung, M. K. T. (2018). Reflecting Translanguaging in Classroom Practices: A Case Study. Journal of English Language and Culture, 7(1). https://doi.org/10.30813/jelc.v7i1.1019

Sahib, R. (2019). Translanguaging as a Pedagogical Strategy in EFL Classroom. ELT-Lectura, 6(2), 139–146. https://doi.org/https://doi.org/10.31849/elt-lectura.v6i2.3032

Sahib, R., Ukka, S., Nawing, N., & Sari, H. (2020). West Papuan Teachers ’ Perceptions on Translanguaging Practices in EFL Classroom Interaction. ELT-Lectura, 7(2), 73–84.

Scott, J., & Cohen, S. (2023). Multilingual, Multimodal, and Multidisciplinary: Deaf Students and Translanguaging in Content Area Classes. Languages, 8(1), 55. https://doi.org/10.3390/languages8010055

Wang, D., & Kirkpatrick, A. (2012). Code choice in the Chinese as a foreign language classroom. Multilingual Education, 2(1), 1–18.

Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235.

Wei, L. (2023). Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning. Language Teaching, 1–12. https://doi.org/10.1017/S0261444823000186

Williams, C. (2002). A language gained: A study of language immersion at 11-16 years of age. Bangor, UK: University of Wales, School of Education.

Yasar Yuzlu, M., & Dikilitas, K. (2022). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching, 16(2), 176–190. https://doi.org/10.1080/17501229.2021.1892698

Yusuf Al Arief. (2023). Translanguaging in Virtual Class. International Journal of Research in Vocational Studies (IJRVOCAS), 3(1), 01–09. https://doi.org/10.53893/ijrvocas.v3i1.183




DOI: http://dx.doi.org/10.22373/ej.v12i1.20306

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: