TOWARDS MULTILINGUAL EDUCATION: PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF TRANSLANGUAGING PEDAGOGY

Authors

  • Wulandari Santoso Universitas Pendidikan Indonesia
  • Fuad Abdul Hamied Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.25170/kolita.20.3817

Keywords:

translanguaging pedagogy, multilingialism, multilingual education

Abstract

Recent research has shown a paradigm shift towards the rise of translanguaging pedagogy as opposed to the so-called monolingual principles. Translanguaging pedagogy in educational contexts refers to the utilisation of all the linguistic and semiotic resources of students to foster learning. This crosslinguistic approach, thus, challenges language separation and softens the boundaries between languages. Translanguaging is also seen as a transformative pedagogy as it empowers multilinguals to embrace their whole repertoires. This present study involved the pre-service English as a Foreign Language (EFL) teachers in an Indonesian private university taking the English language teaching programme designed to prepare them to be future English teachers. This research aimed to investigate their perceptions of translanguaging pedagogy in order to promote reflections in pre-service English teachers regarding their own views of English language teaching. Six pre-service English teachers were invited to participate in a group interview to shed light on future teachers’ reflective stance regarding the potential use of translanguaging pedagogy. The research results demonstrated that the participants held the maximal position, which put a strong emphasis on maximising the use of English. They, however, expressed their interests in the implementation of translanguaging pedagogy in their own classrooms, but solely for a scaffold to learn rather than seeing it as opportunities to create a safe space for students to legitimate their multilingual dynamic practices.

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Published

2022-10-14
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