Translanguaging Practices in Online Academic Writing Supervision at Universitas Terbuka
DOI:
https://doi.org/10.21009/ijlecr.v12i1.64158Keywords:
Translanguaging, Code Switching, Academic Supervision, Academic Article Writing, online learningAbstract
This study explores translanguaging practices in the context of academic article writing supervision at Universitas Terbuka (UT) through online modalities. Translanguaging, as a flexible and dynamic language practice, has become an intriguing phenomenon in the context of bilingual higher education in Indonesia, particularly in distance learning. This study aims to identify translanguaging patterns used by supervisors, analyze their pedagogical functions, and understand the contexts of their use during online supervision interactions. Using a qualitative instrumental case study design, the research examined utterances from three supervisors (D1, D2, D3) across nine Zoom-based supervision sessions. Data were collected from video recording transcripts and analyzed through qualitative content analysis using Microsoft Excel and NVivo for coding and categorization. Of 2,094 supervisor utterances, 682 (32.6%) contained translanguaging, with variation across supervisors: D1 (42.8%), D2 (10.9%), and D3 (33.3%). Practices included English academic technical terms within Indonesian utterances, intra- and intersentential code-switching, and bilingual discourse markers. Pedagogically, translanguaging mainly supported complex concept explanation (47.5%), rapport-building (33.1%), clarification of understanding (6.0%), emphasis of key points (4.8%), and introduction of academic terminology (2.6%). Findings show translanguaging is not merely a linguistic phenomenon but a deliberate pedagogical strategy that facilitates understanding, strengthens bilingual academic identity, and accommodates multilingual realities in Indonesian higher education. The study also proposes an analytical framework linking translanguaging patterns, pedagogical functions, and online contexts, alongside an empirical typology of translanguaging practices in academic supervision. These findings provide evidence-based foundations for developing flexible, inclusive supervision pedagogy and language policies.
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