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 |
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| 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 |
| 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. |
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