Contemporary translingual English language policy and practice in Indonesia

Abstract

Since the advent of translanguaging pedagogy in language education, scholars have explored its application as a transformative tool for enhancing English language learning outcomes in Indonesia. Recent research has focused on strategies, practices, and future prospects of translanguaging pedagogy. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to gather seventeen relevant studies on translanguaging in the Indonesian English as a Foreign Language (EFL) context. The research aimed to: 1) identify trends in translanguaging language policy and practice in Indonesia; 2) catalogue strategies and practices within Indonesian translanguaging pedagogy; and 3) outline future directions as envisioned by Indonesian scholars. Findings indicate a predominance of qualitative methodologies, particularly case studies, in translanguaging research. Successful outcomes were observed in facilitating EFL learners’ language comprehension amid Indonesia’s linguistic diversity, though challenges persist due to varied local languages and cultural contexts. Despite these challenges, scholars advocate for transitioning from traditional monolingual approaches to embrace translanguaging for more effective language learning strategies in Indonesia.

Keywords

• Translanguaging
• strategies
• practices
• language policy
• Bilingualism / ESL
• Classroom Practice