The Implementation of Translanguaging in Learning and Its Implications for Elementary School Students’ Attitude toward Learning: A Systematic Literature Review

Abstract

Linguistic diversity in multilingual classrooms poses significant challenges when students' home Linguistic diversity in multilingual classrooms poses significant challenges when students' home languages are excluded from instructional practices, often leading to reduced participation and lower learning motivation. This study aims to examine the implementation of translanguaging in learning and its implications for elementary school students' attitudes toward learning through a Systematic Literature Review (SLR). The results indicate that translanguaging not only supports students' cognitive comprehension but also positively affects affective aspects of learning, including the enhancement of self-confidence, active engagement, and learning comfort, as well as contributing to the creation of inclusive and equitable classroom environments. However, several studies emphasize that proportional implementation is essential to ensure that the use of students' home languages does not reduce adequate exposure to the target language. It can be concluded that translanguaging is a relevant and strategic pedagogical approach in multilingual elementary education for fostering positive learning attitudes and empowering students to participate more actively in the learning process.