THE USE OF TRANSLANGUAGING BY PRE-SERVICE TEACHERS DURING THEIR TEACHING PRACTICES

Malik Dwi Candra, Imam Wahyudi Karimullah, Imam Wahyudi Karimullah, Dzulfikri - -, Dzulfikri - -

Abstract


Abstract: This study investigates pre-service teachers' perspectives on and implementation of translanguaging within curriculum, instruction, and evaluation, an area with limited research despite the topic's popularity. Employing a qualitative single case study design, data were collected from five pre-service teachers in Malang through semi-structured interviews and document analysis of lesson plans. The findings show that participants primarily used spontaneous translanguaging, believing it is useful for creating context and bridging student-teacher’s connection, while also acknowledging the limitations of teacher and student language proficiency. A key finding was the pre-service teachers' unfamiliarity with school language policies, causing them to rely heavily on teaching advisors. While translanguaging was present in instruction, its evaluation was mostly informal feedback from these teaching advisors on language use during lessons. These results highlight a critical need for teacher education programs to provide more explicit training on how to systematically integrate translanguaging into formal curriculum design and evaluation, moving beyond spontaneous use.

 

Keywords: translanguaging; curriculum; pre-service teachers’ perspective


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References


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