Why Do I Have to Translanguage? Voices from Peripheral Indonesian English Lecturers Using Translanguaging in EFL Context

Translanguaging, efficiently employing various languages within a single class, has gained recognition as an effective pedagogical tool. However, its implementation and acceptance differ significantly, especially in areas where English is not the primary language. This article reports on research that questions the existence and the utilization of translanguaging practices of peripheral Indonesian English lecturers in their classrooms. Through qualitative interviews and thematic analysis, this research captures the voices of lecturers who navigate the complexities of teaching English in a multilingual context. The study found that translanguaging helps lecturers showcase, elaborate on, and reinforce the content of learning materials, guide them as explanatory and managerial strategies in their classroom, motivate students to speak within peer discussion and create an engaging learning environment flexibly. Furthermore, the research highlights several pedagogical implications of translanguaging for English as a Foreign Language (EFL) instruction in Indonesia. The implication lies within three specific facets. First, it enhances student participation in group activities and improves learning outcomes in teaching speaking and writing. Secondly, it can aid students in enhancing their multilingual skills, particularly proficiency in the English language. Lastly, translanguaging supports the students’ cognitive, affective, and social engagement as it bridges linguistic gaps and encourages deeper understanding and collaboration among learners.