TRANSLANGUAGING AS STRATEGY IN TEACHING ENGLISH TO DIASPORA STUDENTS: AN EXPLORATION OF EFL PRE-SERVICE TEACHERS IN COMMUNITY LEARNING CENTERS MALAYSIA

Abstract

Abstrak

This qualitative case study explores the implementation of translanguaging as a pedagogical strategy by EFL pre-service teachers in Community Learning Centers for diaspora students in Malaysia. Specifically, it examines how these teachers employ translanguaging and their perceptions of its benefits in a non-formal educational setting where learners face significant limited literacy. Data were collected through weekly classroom observations and semi-structured interviews with two final-year pre-service teachers, then analyzed using thematic analysis. The findings reveal that translanguaging is applied through two primary modes: pedagogical (planned), where Indonesian or Malay is strategically used to clarify complex concepts, and spontaneous (unplanned), which occurs naturally during classroom management and student interactions. The findings indicate that while students often remain passive under monolingual English instruction, the integration of their first language serves as a scaffolding mechanism that enhances speaking confidence and fosters an inclusive, interactive classroom atmosphere. The study concludes that translanguaging is a deliberate professional adaptation to the students' socio-linguistic realities rather than a reflection of linguistic deficiency. To optimize learning, it is recommended that Community Learning Centers utilize visual media to bridge language gaps, and academic faculties incorporate bilingual teaching strategies into pre-departure training. Future research should involve larger participants and explore the students' own perspectives on these practices further to validate translanguaging's efficacy in diverse international contexts