Bilinguals’ Linguistic Repertoire and Foreign Language Instruction: What Do Teachers Say About Teaching Efl Through Translanguaging?

Abstract

In recent decades, translanguaging has made rapid progress in the field of language instruction. The term "translanguaging" implies that bilinguals have a single linguistic repertoire from which they strategically select linguistic features for effective communication. The current method of language education, which takes a monolingual approach, faces a challenge from the phenomenon known as translanguaging. Therefore, this study aims to describe the perspectives of Indonesian EFL teachers on translanguaging-based EFL instruction for students from a variety of linguistic backgrounds. This is a qualitative study employing interviews to collect data, with eight EFL teachers serving as participants. A content analysis was used to analyze the collected data. This study suggests that EFL teachers have divergent perspectives on translanguaging in EFL classrooms. However, those with negative attitudes toward translanguaging recognize the importance of this pedagogical approach and continue to use L1 in their EFL classrooms, indicating that they still believe in monolingual pedagogy even though they do not fully apply it. Finally, the study's implications and limitations are discussed.

Politeness Violation in Efl Classroom: an Ethnography of Communication Approach to Classroom Interaction

“…Both of them could have violated the politeness maxim, and the two of them in dialogue could have used different politeness strategies. In line with Khosh, Putrawan (2022) states that in Indonesia, it is common in EFL classrooms to use both Indonesian and English to clarify grammatical rules and motivate pupils. Chejnová (2014) studies the realization of politeness violations in e-mail communication by analyzing the spoken way of expressing politeness, the degree of regularity, and the number of lexical and external modifications.…”