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Promoting Inclusivity in English Language Classroom through Translanguaging Practice: Evidence from Indonesian Higher Education

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Title: Promoting Inclusivity in English Language Classroom through Translanguaging Practice: Evidence from Indonesian Higher Education
Language: English
Authors: Marham Jupri Hadi
Source: Online Submission. 2026.
Peer Reviewed: N
Page Count: 4
Publication Date: 2026
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Code Switching (Language), Inclusion, English (Second Language), Second Language Instruction, Language Usage, Multilingualism, Metalinguistics, Student Motivation, Vocabulary Development, Language Skills, Culturally Relevant Education, Native Language, Higher Education, Foreign Countries
Geographic Terms: Indonesia
Abstract: This article examines the role of translanguaging as an inclusive pedagogical approach in English Language Teaching (ELT) amid the global dominance of English, which often marginalizes local and indigenous languages. Drawing on recent theoretical and empirical studies, translanguaging is conceptualized as the flexible use of learners' full linguistic repertoires to promote multilingualism, enhance metalinguistic awareness, and support more equitable learning environments. The review highlights how translanguaging practices not only improve learners' motivation, vocabulary acquisition, and overall language skills, but also contribute to culturally responsive pedagogy by integrating local languages and cultural resources into the classroom. Evidence from international contexts, as well as Indonesian higher education, demonstrates that translanguaging fosters inclusive, effective, and context-sensitive ELT practices. Studies in Indonesia further reveal its role in facilitating comprehension, building classroom rapport, and supporting writing development through collaborative and multimodal meaning-making. Despite its benefits, challenges such as limited research scope and the need for careful instructional planning remain. Overall, this article argues that translanguaging has the potential to decolonize English-only norms, promote World Englishes, and sustain local linguistic and cultural identities, thereby contributing to a more inclusive and culturally responsive ELT pedagogy.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679505
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Report
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  Label: Title
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  Data: Promoting Inclusivity in English Language Classroom through Translanguaging Practice: Evidence from Indonesian Higher Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Marham+Jupri+Hadi%22">Marham Jupri Hadi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026.
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 4
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
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  Data: Reports - Evaluative
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This article examines the role of translanguaging as an inclusive pedagogical approach in English Language Teaching (ELT) amid the global dominance of English, which often marginalizes local and indigenous languages. Drawing on recent theoretical and empirical studies, translanguaging is conceptualized as the flexible use of learners' full linguistic repertoires to promote multilingualism, enhance metalinguistic awareness, and support more equitable learning environments. The review highlights how translanguaging practices not only improve learners' motivation, vocabulary acquisition, and overall language skills, but also contribute to culturally responsive pedagogy by integrating local languages and cultural resources into the classroom. Evidence from international contexts, as well as Indonesian higher education, demonstrates that translanguaging fosters inclusive, effective, and context-sensitive ELT practices. Studies in Indonesia further reveal its role in facilitating comprehension, building classroom rapport, and supporting writing development through collaborative and multimodal meaning-making. Despite its benefits, challenges such as limited research scope and the need for careful instructional planning remain. Overall, this article argues that translanguaging has the potential to decolonize English-only norms, promote World Englishes, and sustain local linguistic and cultural identities, thereby contributing to a more inclusive and culturally responsive ELT pedagogy.
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  Data: As Provided
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  Data: 2026
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  Data: ED679505
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
    Subjects:
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Metalinguistics
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Promoting Inclusivity in English Language Classroom through Translanguaging Practice: Evidence from Indonesian Higher Education
        Type: main
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          Name:
            NameFull: Marham Jupri Hadi
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          Dates:
            – D: 20
              M: 02
              Type: published
              Y: 2026
          Titles:
            – TitleFull: Online Submission
              Type: main
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