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Proceedings of the 4th International Conference Entitled Language, Literary, And Cultural Studies, ICON LATERALS 2023, 11-12 July 2023, Malang, Indonesia

Research Article

Translanguaging Practices in an Indonesian Tertiary EFL Classroom

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  • @INPROCEEDINGS{10.4108/eai.11-7-2023.2340595,
        author={Anggie Cahya Setya Ningrum and Sahiruddin  Sahiruddin and Mohammad  Haikal},
        title={Translanguaging Practices in an Indonesian Tertiary EFL Classroom},
        proceedings={Proceedings of the 4th International Conference Entitled Language, Literary, And Cultural Studies, ICON LATERALS 2023, 11-12 July 2023, Malang, Indonesia},
        publisher={EAI},
        proceedings_a={ICON LATERALS},
        year={2023},
        month={12},
        keywords={efl classroom translanguaging l1 l2},
        doi={10.4108/eai.11-7-2023.2340595}
    }
    
  • Anggie Cahya Setya Ningrum
    Sahiruddin Sahiruddin
    Mohammad Haikal
    Year: 2023
    Translanguaging Practices in an Indonesian Tertiary EFL Classroom
    ICON LATERALS
    EAI
    DOI: 10.4108/eai.11-7-2023.2340595
Anggie Cahya Setya Ningrum1,*, Sahiruddin Sahiruddin1, Mohammad Haikal2
  • 1: Universitas Brawijaya
  • 2: Nanyang Technological University
*Contact email: anggiecahya@student.ub.ac.id

Abstract

This study examines students' attitudes towards using their native language (L1) in English as a Foreign Language (EFL) classrooms. The research also investigates translanguaging practices and their relationship with the frequency of L1-L2 usage by students and their language proficiency levels. The study is based on Poplack's (1980) theory, which suggests that bilinguals with strong language skills are likely to switch between languages more quickly during translanguaging. The research used a survey design, with 33 participants from an EFL program at an Indonesian university. Data collection tools included Likert scales and open-ended questionnaires. Findings indicate that students hold positive attitudes towards the use of L1 in EFL classrooms, advocating for translanguaging practices for pedagogical purposes. Additionally, the study reveals that higher L2 proficiency students tend to perform better in translanguaging practices, though there is no significant correlation between translanguaging practices and language proficiency. The implications of this study are discussed, although the provided excerpt does not provide details on those implications.

Keywords
efl classroom translanguaging l1 l2
Published
2023-12-12
Publisher
EAI
http://dx.doi.org/10.4108/eai.11-7-2023.2340595
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