Negotiating Pedagogical Translanguaging: A Dialogic Perspective from Students and Lecturers in an Indonesian EFL Classroom

Abstract

While Translanguaging is increasingly recognized as a pedagogical asset in multilingual EFL contexts, few studies examine how student and lecturer prespectives align in shaping its classroom enactment. This qualitative study investigates the convergent and complementary views of 18 undergraduate students and 5 English lecturers at Universitas Islam Madura, Indonesia, regarding the strategic use of Bahasa Indonesia and Madurese in English Medium Instruction, Drawing on Garcia and Wei’s (2014) Translanguaging Theory and Vygotsky’s (1978) Sociocultural Theory, data were collected through semi-structured interviews and focus group discussion. Thematic analysis reveals strong consensus both groups regard translanguaging as a temporary cognitive scaffold that enhances comprehension, reduce anxiety, and fosters inclusive participation, yet reject its overuse. Lecturers report using L1 in response to visible confusion, while students confirm these moments as pivotal “aha”! breakthroughs. Both knowledge institutional “English-only” pressures, framing translanguaging as a mutual act of pedagogical care and resistance. The study advocates for collaborative, policy responsive translanguaging that honors learner and agency and teacher professionalism.