The English Pre-service Teachers’ Perception toward Translanguaging in EFL Classroom

Dwi Lestari, Muhammad Asrori, Ellisa Indriyani Putri Handayani

Abstract

The objectives of the study are to (1) understand the English pre-service teachers’ perception toward translanguaging; and (2) understand how the English pre-service teachers perceive the use of translanguaging in the EFL classroom. This study falls into a mixed-method research design, which employed an explanatory mixed method that employs quantitative and qualitative data. The participants of the study were 50 English pre-service teachers who study in their 2nd and 3rd year. The data were collected through distributing questionnaire and interviewing six respondents. The study’s findings showed that the English pre-service teachers positively perceive translanguaging since it can facilitate them in learning English. Regarding translanguaging use in the EFL classroom, they considered it a natural occurrence for bilingual students. Besides, the students and teachers could get benefit from utilizing it concerning instruction, material, and communication. Moreover, the English pre-service teachers also viewed translanguaging as a scaffolding tool rather than weaknesses in the EFL classroom. They also stated that they would like to implement translanguaging if they become an English teacher to reduce the students' anxiety during learning in the classroom. Since they will teach junior and senior high school students, they think it is appropriate to use translanguaging adequately.

Keywords

pre-service teacher; perception; translanguaging; EFL classroom

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DOI: https://doi.org/10.20961/ee.v10i2.57742

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