International Journal of

Practices in Teaching and Learning

(IJPTL) Published: August 2021

Indonesian undergraduates’ perspectives of

translanguaging
Reni Kusumaningputri Dewianti Khazanah
English department,Faculty of Humanities, English department,Faculty of Humanities,
University of Jember, Indonesia University of Jember, Indonesia
[email protected] [email protected]

Abstract—The practice of translanguaging among English users classrooms is called pedagogical translanguaging or
is receiving growing attention as English is now perceived as a intentional translanguaging (Cenoz & Gorter, 2017). It is
lingua franca, a global language. Most users, around 817 million originally a pedagogical strategy where the input and output
(Bolton and Bacon-Shone, 2020) reside in Asia. This changing of language learning use different languages. However, it is
reality alters the sociolinguistic landscape of communication as
now expanding to include any classroom strategies that
English is spoken more by those who have diverse home languages.
With an awareness that English is the property of its users, the
enable the use of more than two languages. Intentional
response on how the practice of accommodating all linguistic translanguaging has served several benefits. Garcia, Johnson,
resources they have needs examining. Although research concerning and Seltzer (2017) postulate that it serves four main purposes:
this issue has been increasing in countries where English is an 1) supporting students’ engagement with complex texts; 2)
additional language, how it is perceived by Indonesian giving opportunities to negotiate, refute, and challenge
undergraduates still receives less attention. In this current study, textual information; 3) mediating classroom atmosphere that
data was collected through a survey, and analyzed using descriptive promotes social justice where it challenges linguistic
statistics. Results indicate that translanguaging generally has a hierarchies; 4) providing sensitive classroom community that
positive response in four different foci: as a practice, for English values all members who use all linguistic resources they have.
learning, for social uses, and in university context. Some
implications on the policy are also discussed to respond to the
Besides intentional translanguaging, there is spontaneous
findings. translanguaging which refers to a more general form of
translanguaging because it happens in more natural settings
Keywords: bi/multilingualism, Indonesian undergraduates, both inside and outside classrooms. It is usually characterized
linguistic resources, translanguaging with loose boundaries of languages as they are at play in a
communication practice (Garcia & Li, 2014). The studies of
I. INTRODUCTION spontaneous translanguaging were mostly carried out in
Monolingual language ideologies have occupied the English-speaking countries with speakers that use English as
language practices for such a long period because languages an additional language (Garcia, 2009; Gort & Sambiante,
are seen as separate from one to another. As a matter of fact, 2015; Martinez-Roldan 2015; Moody, Chowdhurry, &
traditionally bilingual and multilingual individuals were Eslami, 2019).
taught to divorce their first or home language from another
language that they are learning. However, the swift paradigm The present study, inspired by the study of Moody,
on how to treat an individual‘s all linguistic resources is Chowdhurry, and Eslami (2019), is aimed at exploring the
gaining stronger attention. This awareness is fed by a belief perceptions of Indonesian undergraduates on the
that all languages are equal for status. Traditionally in translanguaging practices which were done by their
educational context, there lies terms such as ‘standard’ and instructors or themselves in both classroom settings and
‘target’ language which contest languages. This implies that social communication contexts. Indonesian undergraduates
there is a language which is higher in status than the other. of this study are bilinguals and multilinguals as they speak
The social justice in employing all linguistic resources is more than one language; a local language, a national
denounced with this statement which leads to social language, and English. To guide this study, the research
inequality (Blackledge, Creese, & Takhi, 2014, p.193). questions are:

The use of translingual practices in real-life communication 1. How do bilingual and multilingual Indonesian
and classrooms incorporate views that languages strengthen undergraduates view the practice of
each other, not contaminate (Cenoz, 2019; Makoni & translanguaging?
Pennycook, 2007). The purpose of accommodating all 2. How do bilingual and multilingual Indonesian
linguistic resources is to succeed in communication purposes undergraduates view translanguaging for English
and develop skills to engage with multilingual societies. learning?
Drawing on multilingualism phenomena, translanguaging in

International Journal of Practices in Teaching and Learning (IJPTL) Vol (1), no (2)
 3. How do bilingual and multilingual Indonesian (2010) affirms that multilingual speakers choose their
undergraduates view translanguaging for social language practices in relation to who they want to channel in
uses? an interaction. Creese and Blackledge (2015) exemplify how
4. How do bilingual and multilingual Indonesian a teacher of a Panjabi class in Birmingham uses two
undergraduates view the use of translanguaging in resources, English, and Panjabi, altogether as a normal-
university context? accepted practice. The observation to the class session shows
how the teacher uses translanguaging as a strategy to
II. LITERATURE REVIEW accentuate identity markers, e.g., the teacher selectively uses
Panjabi for ‘Sikhism’ and ‘kinship’ concept, and the students
Bi/multilingualism and translanguaging reciprocate voluntarily by shifting to Panjabi terms when
demonstrating the Panjabi cultural capitals they experience at
Traditionally, bilingual speakers’ linguistic behavior was home. This example showcases that translanguaging allows
explained under the perspective of monolingual norm in both the teacher and the students to adopt and negotiate their
which Weinreich (1954) claimed that interference should be identity. Through a thorough observation on translanguaging
interpreted as deviation of either language’s norm. This practice employed by a teacher teaching a mariachi class in a
means that when a bilingual speaker chooses to use features U.S. high school, Aydar and Eneix (2019) disclosed that
that do not strictly adhere to one of the named languages, this translanguaging helps to retain and promote the identity of a
bilingual practice is deemed wrong. Consequently, under this minority group. The activation of the use of both languages
perspective, the bilingual speaker is prone to stigmatization in the class helps the members to foster a wide array of
of being wrong or inadequate. Translanguaging challenges cultural and linguistic identity development. These reports
this perspective. Translanguaging enables linguists to see validate the benefits of translanguaging pedagogy for the
language practice by bi/multilinguals differently from the exploration and awareness of bilingual learners’ identity.
traditional-monolingual norms. Translanguaging does not see
the bi/multilinguals’ linguistic practice to simply demonstrate In social interaction, translanguaging also helps to promote
the use of two distinct named languages; rather, it solidarity between the participants who are interacting in a
demonstrates what Garcia and Li Wei (2018) claim as “the diverse cultural ground. Creese, Blackledge, and Hu (2018)
disaggregated view of language as the meaning-making confirmed this through their observation in communication
features those human beings use”. This is to say that between two butchers and buyers in a market in Birmingham.
translanguaging goes beyond the operation of nation-based Their investigation reveals that translanguaging practice
named languages to the activation of the bilingual speakers’ helps to break the communicative barriers sourcing from
full linguistic repertoire to purposefully mean in different culture interplays by transforming ‘cultural
communication. Under the perspective of translanguaging, stereotypes into a unifying resource for laughter and
the interference is not seen as a defect but a natural communicative overlap’ (p.4). The similar function is also
consequence of being in a translanguaging space (Li Wei, disclosed in a study reported by Creese and Blackledge in
2011). Anzaldúa (1987) explains that linguistically this is the 2019. The observation on the communication between
case with bilingual speakers for they constantly live in the information assistants and customers in a city library in
border where the distinctive use of the two languages is not Birmingham shows that the use of translanguaging as a
the norm. strategy employed by information assistants has shifted the
communication experience from information provision to a
more emotionally invested interaction. Translanguaging is
Benefits of translanguaging in language learning and also seen as a strategy to avoid communication breakdown.
communication
Perceptions on translanguaging
The term translanguaging was first introduced by Williams
(1994) which refers to the integration of the two languages There have been several studies to discuss translanguaging
for bilingual classroom’s instruction as a pedagogical practices in Indonesia, for instance Rasman (2018), and
strategy. Garcia and Orthegui (2020, p.8) contend that Santoso (2020) with different research settings. Rasman’s
translanguaging works to help bilingual students to guarantee study took a case of translanguaging in a junior high school
that they are able to perform bilingualism in ways that show classroom context. Using a qualitative case study he analyzed
them who they are. Further, they contend that video recording of EFL learners’ interaction while having a
translanguaging goes beyond ‘linguistic’ as it involves how group discussion. From an ecological perspective, he found
bodies, signs, gestures, add to the system of meaning-making that translanguaging practices helped the learners to learn and
of language users which are used in their communication. the use of learners’ first language did not inhibit the learning.
Another study by Santoso (2020) which was carried out in a
In addition to the exploration of pedagogical benefits that are university context investigated five participants from the
catered by translanguaging practices in classrooms, recently, majoring English department. Data from audio-recorded
studies have geared on observing the impacts that classroom observation and interviews were analyzed using
translanguaging practices have on social interactions. Lying thematic analysis. Findings revealed that translanguaging
on the premise that identity is constructed socially and practices were employed to scaffold their understanding of
awareness of one ‘self’ prevails through social interaction difficult concepts, to enable them to develop criticality and
(Riley, 2007), translanguaging becomes one way to project creativity on the language uses, and to interact in a
the group affiliations that language learners have. García collaborative discussion with peers.
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International Journal of Practices in Teaching and Learning (IJPTL) Vol (1), no (2)
In terms of perceptions towards translanguaging there have study on voluntary basis. They were invited to answer the
been several studies in other contexts outside Indonesia. survey because they have experiences of practicing
Rivera and Mazak (2017) for example designed a case study translanguaging both due to pedagogical purposes and social
involving twenty-nine Puerto Rican university students purposes in offline and online encounters. The participants’
majoring psychology to discover their responses on the age spanned between 18 to 24 years old. They were
practices and pedagogy of translanguaging in their bi/mutilinguals as they spoke Bahasa Indonesia as a national
experience. Using case study, classroom observations, language, English, and most of them also spoke a local
collections of students-teachers’ materials, and surveys on language for instance Javanese, Madurese, or Sundanese.
language attitude, they revealed that generally the
participants perceived translanguaging as mostly neutral to Data collection
positive. The study concluded that the positive perceptions on The survey data was collected using Google form. Before
translanguaging were sourced from the better information they participated in this survey, they were informed about the
and the more experiences they have on the practice of nature, the purposes, and the goal of this study. They received
translanguaging rather than the proficiency. information on how the researchers used their perceptions
over the issue of translanguaging. Their perceptions were
Another study which took undergraduate participants was recorded, examined, and interpreted which later was written
carried by Cartens (2016). The participants were taking a in a piece of academic report. They knew they could
construction engineering program in South Africa. They were withdraw participation if they disagreed, and they could
asked about their perception on the use of translanguaging as request for the survey results by contacting the researchers
a pedagogy strategy. Using a semi-structured survey via telephone.
questionnaire as a data collection method, there were several
findings. First, translanguaging is viewed to help them learn Instrument
the concept at hand as it enables them to understand the This study used a questionnaire which was adapted from
bigger picture, to distinguish and to simplify concepts, and to Rivera and Mazak (2017) and Moody, Chowdhury, and
deliver their own conceptual comprehension. Eslami (2019). Originally their questionnaire consisted of 23
Translanguaging was also seen to help them develop content statements which was aimed to gain the participants’
competence and self-assurance of using English. views on translanguaging. The 23 statements sought
Additionally, it was also claimed to give a platform for perceptions on four different themes, 1) translanguaging as a
students to create terms using African languages and practice; 2) perceptions of translanguaging for L2 learning;
impacted positively on social cohesion between themselves. 3) perceptions of translanguaging in social settings; 4)
perceptions of translanguaging in higher education. This
Moody, Chowdhury, and Eslami (2019) also discussed current study developed three additional questions under the
translanguaging and the perceptions of graduate (masters and theme ‘perceptions of translanguaging in social settings’ as
doctoral) students in the US. They recruited 182 we wanted to gain insight of their views on how they engage
bi/multilingual graduates. Using survey design, the in translanguaging for communication purposes. Due to this
participants answered 26 questions determining perceptions addition, the total questions were 26. The questionnaire of
on translanguaging. The results showed that the participants this study had two parts. First part was the demographic
were mostly supportive of translanguaging for helping them information questions which requested participants’ name,
learn English as the L2, in social encounters, and as practices email address, age, and languages they speak, while the
between/ among bi/multilinguals. Their perceptions on second part was the content questionnaire consisting of 26
translanguaging in higher education context was interesting questions. The questions were statements concerning the four
as the data showed that the participants viewed themes to be rated using a Likert scale ranging from one to
translanguaging as a sign of lack of proficiency. five, with one representing strongly disagree and five
indicating strongly agree.
The previous studies had set a ground for information on
translanguaging and how it was perceived by different
participants especially with university students both Data analysis
undergraduates and graduates. In the context of Indonesia, the Data collected was analyzed using descriptive statistics
study on perceptions of translanguaging which encompasses which showed the mean, and the standard deviation for each
situations in the classroom and beyond is still rarely component of the statement in the questionnaire. The mean
conducted. Although research in translanguaging has was calculated by taking the sum of all responses for each
flourished in English as a foreign language or additional statement in the questionnaire divided by the count of all
settings, how it is perceived by Indonesian university responses. The standard deviation was gained by calculating
participants needs showcasing to extend the discussion the square root of the variance. Following Moody,
further both in Indonesia and in a wider context Chowdhury, and Eslami (2019) researchers categorized the
internationally. mean values into three. A score between 2.5-3 was
considered a neutral perception toward a questionnaire
III. METHODS statement. On the other hand, anything below 2.5 was
Settings and Participants considered negative while above 3.5 was positive.
This study was in a university in East Java province,
Indonesia. There were 219 participants who were
undergraduates majoring in English literature who joined this
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International Journal of Practices in Teaching and Learning (IJPTL) Vol (1), no (2)
 IV. RESULTS others to identify my
In this section, the survey results are presented to explain the cultural background
participants’ perception of translanguaging under four (for instance that I am
themes: translanguaging as a practice, translanguaging for L2 from Madura).
Translanguaging 3.97 0.89
learning, translanguaging in social settings, and
practice helps me to
translanguaging in higher education. become closer with my
partners while having
Table 1 The recapitulation of questionnaire results an interaction.
Questions Negative Neutral Positive std Perceptions of translanguaging in higher education
(below (2.5- (Above
2.5) 3.5) 3.5)
It is okay to engage in 3.51 1.01
Translanguaging as a practice
translanguaging in
Translanguaging 2.52 1.01
higher education
should be avoided by
settings
bilinguals.
Bilinguals should be 3.16 1.06
Instructors at my 3.77 0.80
able to engage in
university engage in
translanguaging to
translanguaging.
complete university
Translanguaging is a 4.17 0.80
assignments
natural practice for
Translanguaging is 3.10 1.02
bilinguals.
acceptable to use
Translanguaging 3 1.02
within university-
indicates a lack of
level assessments.
linguistic proficiency
It is appropriate for 3.54 0.79
in your second
university instructors
language
to engage in
Translanguaging is a 1.89 0.94
translanguaging
disrespectful practice.
Translanguaging by a 2.25 0.98
Translanguaging is 2.50 1.01
university instructor is
confusing for me.
unprofessional.
Perceptions of translanguaging for L2 learning
I would feel upset if a 2.23 1.05
Translanguaging 4.25 0.79 university instructor
helped me learn a engaged in
second language. translanguaging during
Translanguaging is 3.02 1.08 class
only acceptable when If an instructor used 4.02 0.82
you are learning a new translanguaging in
language class, it would be
Translanguaging is 3.96 0.86 helpful for the
essential for learning a bilingual students.
new language. Translanguaging helps 4.01 0.78
Translanguaging has 4.05 0.80 me engage in
assisted me in learning conversations with my
a second language. colleagues
Language instructors 2.68 1.02
Translanguaging 4.12 0.7
should avoid
translanguaging helps me understand 9
because it conversations with
will prevent second my colleagues
language learning
Perceptions of translanguaging in social settings
It is okay to engage in 3.74 0.82 DISCUSSION
translanguaging in Perception of translanguaging as a practice
social settings.
The findings generally show that Indonesian undergraduates’
I use translanguaging 3.94 0.92
perceptions were neutral-positive. They showed
in social settings.
disagreement for the statement if translanguaging should be
Translanguaging is 3.99 0.86
socially acceptable. avoided (M=2.52) and that it was a disrespectful practice
Translanguaging helps 4.07 0.83 (M=1.89) and if it was confusing (M=2.5). The participants
me to convey my were neutral to view translanguaging as an indication of lack
intended effects for of proficiency (M=3). This suggest that Indonesian
instance expressing undergraduates perceive translanguaging practice as a
humour, insult, or common practice to show someone’s decision in using all
disappointment. linguistic resources (M= 4.17) to guarantee successful
Translanguaging in 4.05 0.89 communication in the academic arena as it was shown in their
social settings helps

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International Journal of Practices in Teaching and Learning (IJPTL) Vol (1), no (2)
positive perception if university instructors engage in Another study from Cahyani, de Courcy, and Barnett (2018)
translanguaging (M=3.77). on Indonesian university instructors’ practice of shuttling
languages while in classroom contexts showed that
Compared to Moody, Chowdhury, and Eslami’s study translanguaging practices were driven by several reasons
(2019), this study shows a stronger welcoming perception for such as scaffolding knowledge, classroom management,
translanguaging as a practice. Indonesian undergraduates do building interpersonal rapports, and expressing affective
not see translanguaging as something to be avoided and concerns. These common actions of making use of linguistic
disrespectful but a natural practice for bilinguals and resources in classroom interactions seem to feed a view that
multilinguals. These views on translanguaging are possibly translanguaging is helpful in learning English as a new and
caused by a common phenomenon of their teachers shuttling additional language.
between languages in the classroom making this practice
acceptable. Moreover, the fact that the participants On the statement if the instructors should stop shuttling
themselves are all bilinguals and multilinguals, it gives languages, the participants’ views were neutral. However, the
evidence that their linguistic repertoire comes into play in mean (M=2.68) was just slightly above negative. This can
their daily engagement with people in both the academic and arguably be noted as a mild disagreement toward the
non-academic settings. instructors’ use of English constantly or monolingual use of
The participants’ view on translanguaging as a sign of lack of a learned language (in this case English). They believed that
proficiency in English was neutral. This result when read instructors’ use of home languages and English while in
together with other results seemed to contradict with the classroom and outside classroom was beneficial. Omidire
participants’ view on translanguaging as a practice in general. (2019, p.4-5) for instance appeals that translanguaging
Their view on university instructors who practice scaffolds language development and learning in a way that
translanguaging was positive (M=3.77). This suggests that input is negotiated by the help of home language to yield
the view on translanguaging as a sign of lack of proficiency successful comprehension. Garcia (2019, p.370-371)
is directed to themselves or undergraduates in general. describes the advantages of translanguaging as a practice that
Perhaps, their neutral perception of translanguaging is driven optimizes meaning, sense of creativity and the critical skill of
more by their low self-confidence to show and use their all- learning experience. Translanguaging also supports
linguistic repertoire. This could possibly be since society has relationship building between students and teacher-students,
higher regards towards people who use all English structures promoting identity acknowledgement, and a positive
without shuttling between any other languages. Considering classroom climate (Hillman et.all, 2019, p.43).
the participants are English major students, the demand of
being able to show their English only repertoire is high as it Perception of translanguaging in social settings
relates to the perception of proficiency. It is likely that what
undergraduates feel about always performing in English is Overall, the undergraduates had high positive perceptions of
the result of hegemonic views (Phillipson, 2011) which translanguaging as a social practice. They perceived that it is
privileges native speakers and undermines bilingual/ normal to shuttle between languages while having social
multilingual language rights. interactions (M= 3.74) as they acknowledged performing
translanguaging while interacting with peers (M=3.94). They
Perception of translanguaging for L2 learning showed a positive welcoming perception of translanguaging
as an acceptable act (M=3.99). Translanguaging was also
Generally, the participants’ view of translanguaging for L2 perceived to help them convey their intentions correctly and
learning was positive. They perceived that it helped L2 appropriately such as delivering humor, expressing affront,
learning (M=4.25), and that it was essential for learning and disappointments (M=4.07). It also helped to convey
English as an additional language (M=3.96). They were themselves and how they would prefer others to understand
neutral about the statement that university instructors should them (M=4.05). It was also seen to assist them to get cozy
avoid translanguaging (M=2.68). This finding on while talking with friends (M=3.97).
participants’ perception of instructors’ acts of shuttling
between languages could be interpreted as a mild acceptance Most participants considered using more than one language
on translanguaging practices performed by lecturers. They while communicating is a common act for those who speak
were also generally neutral on the view that translanguaging more than one language. Their perception is that
was acceptable when learning a new language (M=3.02). translanguaging helps them perform better socially and
culturally which can be interpreted as a sign of adaptation to
A perception that welcomes translanguaging as a help for L2 a particular context of interaction and communication
learning means a strong acceptance toward the use of all (Richards & Wilson, 2019). It was also derived from the
linguistic resources to assist learning content knowledge. A questionnaire that showing cultural affiliation is also one of
study by Mazak and Herbas-Donoso (2015) revealed that the strong reasons for the participants’ use of translanguaging
science professors practiced translanguaging in the classroom (M= 4.05). Sociolinguistically, multilingualism views
because they were unsure of their students’ language languages as bounded entities of which language users utilize
proficiency, therefore the home language (Spanish) was used whatever linguistic features, they own to get what they mean
to help students understand core materials. This fact has at best (Jorgensen et al., 2011). Being interpreted as fluid,
driven professors’ choices of using Spanish in the class but mixed, hybrid, the act of using two or more languages while
using key terms in English to help the students familiarize interacting serves many purposes, among which are getting
themselves with Internet or library catalogue searching. the messages across and performing self. A study from
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International Journal of Practices in Teaching and Learning (IJPTL) Vol (1), no (2)
Dumanig, David, and Manan (2020) with Filipinos in one language to deliver their answers. Santoso (2020) agrees
Malaysia for instance revealed that getting themselves that monolingual bias which is still heavily entrenched also
understood and accepted by Malaysians was one of reasons contributes to a less favorable attitude to translanguaging
the participants reduced their Filipino accents and practice in the classroom. This suggests that university
accommodated their pronunciation to the local context. They instructors are called forward to practice translanguaging in
also developed their multiple identities by adopting a the classroom and beyond to allow a more efficient flow in
Malaysian linguistic particle ‘lah’ while speaking English to communication and multilingualism growth.
succeed in communication which is termed as
accommodation (Giles & Powesland 1975, p. 233). Another V. CONCLUSION
study of translanguaging practice online encountered by
Schreiber (2015) showed that it maintained connections with Translanguaging has received great attention as both in
other home language users (p.81) and membership of speech pedagogical and communicative practices. It is used in
community. Regarding the results from this current research, various contexts; either where English is spoken by the
the participants acknowledged that translanguaging helped surrounding community or where English is not frequently
them to be comfortable when conversing with friends. This spoken by offline communities. However, the affordances of
act of building rapport such as delivering humor is assumed technology and globalization has pushed language users to
to be more successfully matched and well-received if it is even make contacts more frequently through digital uses.
performed in home language. Reflecting from these facts, multilingualism is represented
through translanguaging. In higher education contexts, the
Perceptions of translanguaging in Higher Education practices of translanguaging have been growingly accepted.
In this study, the Indonesian undergraduates mostly approved
There were three statements which had very strong positive the practice of translanguaging both in classroom use and in
responses. Firstly, is it helpful for instructors to use communicative interactions. They had a positive view
translanguaging in the classroom (M=4.02). Secondly, do the towards translanguaging practices by their instructors.
participants perceive translanguaging as helpful in assisting Nevertheless, they had a neutral perspective if
them to communicate (M=4.01), and thirdly, does translanguaging indicates the instructor's lack of proficiency.
translanguaging help them understand what their friends say We assume that this view is strongly related to them being
(M=4.12). The participants shared these views as they English literature major undergraduates. This finding is
experienced them in their daily communication both in and interesting as they somehow perceive that shuttling between
outside the classroom. Two other statements posted positive languages while communicating in and outside the classroom
views towards translanguaging too. Firstly, does university shows their shortfall. Further qualitative research on this
instructor’s translanguaging practices show low perception which relates to their belief and attitude is
professionalism (M= 2.25) and secondly if they felt upset important to examine the complexities.
when instructors used translanguaging while delivering
materials in class (M= 2.23). The two previously mentioned There are some limitations concerning this study. Firstly, as
statements indeed showed negative means (M= less than 3). the nature of this study is quantitative research, the reasons
However, these numbers should be read as their positive for translanguaging were not explored. Further qualitative
perception on the practice of translanguaging by university research to investigate the perception of translanguaging in
instructors. This can further be interpreted as a strong social contexts would be beneficial. Empirically,
acceptance in the practice of using more languages while translanguaging is discussed in relation to identity and
communicating in higher education contexts. These findings several pragmatic effects. More research focusing on the
were in line with results from Caruso’s study (2018) which benefits, challenges, and effects of translanguaging in social
revealed that translanguaging enabled students to reach contexts both offline and online encounters will advance the
comprehension and avoid misunderstanding. It also helped to existing body of knowledge. Secondly, all participants of this
promote inclusion among students with different language study were English literature major undergraduates. Probing
backgrounds. Other studies by Carol and van den Hoven into the perception of translanguaging with Indonesian
(2016) and He, Lai, and Lin (2016) also shared similar participants of different majors will give a better insight into
results. The findings in this study shared similar results too the general perception of translanguaging among Indonesian
with the study carried out by Moody, Chowdhury, and Eslami undergraduates.
(2019) in which the participants were from various fields of
study. This suggests that the practice of translanguaging is Drawing from the findings, there are several implications.
accepted positively across any major. Firstly, reflecting from sociolinguistic realities that nowadays
English speakers are multilinguals, policy regarding the
The findings of this study also show that there were two introduction of translanguaging as an acceptable,
neutral perceptions on whether bilinguals should be able to professional choice should be advocated. This could start
do translanguaging while completing assignments (M=3.16) from instructors’ acceptance on the use of students’ all
and whether translanguaging is acceptable for assessment linguistic repertoires whenever needed. Secondly, to be
purposes (M=3.10). The results indicated above are probably received by students, policy on the usage of only English that
because the participants did not have any experience of doing is usually present in higher education contexts especially in
assignments which allowed them to make use of any English department programs should be modified. This is to
linguistic repertoire they have. They most likely were never enable more academic benefits such as material
assessed by instructors who welcome the use of more than
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International Journal of Practices in Teaching and Learning (IJPTL) Vol (1), no (2)
comprehension, criticality, self-development, and a positive Journal of Multilingual and Multicultural
classroom environment. Development, 38 (10), 901-912, DOI:
10.1080/01434632.2017.1284855
Acknowledgement
We would like to thank all participants for participating in Creese, A. & Blackledge, A. (2015). Translanguaging and
this study. Our sincere gratitude also goes to the members of Identity in educational settings. Annual Review of
the English in a Perspective of Lingua Franca Research Applied Linguistics, 35, 20-35
Group, the English department, the Faculty of Humanities for
early discussions, and also the Institute of Research and Creese, A., Blackledge, A., & Hu, R. (2018):
Community Engagement, University of Jember. Translanguaging and translation: The construction of
social difference across city spaces, International
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