REVISITING THE APPLICATION OF TRANSLANGUAGING PEDAGOGY IN BILINGUAL CLASSROOMS
DOI:
https://doi.org/10.21009/ishel.v1i1.56902Abstract
This study aims to analyze the concept of translanguaging pedagogy and focus on its application in bilingual classes. The researcher used content analysis of several relevant pieces of literature on this topic. Several references were collected and analyzed to identify the benefits of translanguaging in bilingual classes. Based on the results and discussion, the researcher found that the application of translanguaging pedagogy helps students to improve their understanding of difficult academic concepts, increase student engagement, enrich learning experiences, enrich classroom interactions, improve cross-language communication skills, feel more confident in using both languages simultaneously and support a deeper understanding of the material. However, this practice induces challenges such as resistance from some parties who believe that using more than one language in the classroom can reduce mastery of the target language. This study provides important insights on how the implementation of translanguaging pedagogy can be optimized in bilingual classrooms and students’ teaching, learning, and language identity. These findings also offer implications for bilingual education policies that are more inclusive and adaptive to linguistic dynamics in the classroom. This study suggests that bilingual classroom schools should be more open to flexible translanguaging pedagogical practices, which can improve the quality of learning and support the holistic development of students' language skills. In addition, it is important to provide training to educators on the application of this technique to be more effective in utilizing the potential of translanguaging as a pedagogical tool.
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