Translanguaging Through the Eyes of Linguistics Master’s Students
Abstract
This study explores the academic influences, challenges, and coping strategies of Linguistics Master’s students at Universitas Brawijaya in relation to translanguaging practices in the classroom. The participants were five first-semester students with non-English undergraduate backgrounds. Using a qualitative method through interviews, the research investigates how translanguaging affects their academic experiences. The findings show that translanguaging helps students adapt more easily in classroom settings where multiple languages are used, and increases their engagement in the learning process. Furthermore, it serves as a tool to bridge gaps in understanding and supports vocabulary development. However, it also presents challenges, including difficulties in expressing academic ideas clearly in English on their first language, which may hinder English language development. Despite these issues, students developed strategies to manage their language use and improve academic performance. This study concludes that translanguaging serves as both a support system and a barrier in academic settings, highlighting the importance of effective language practices in multilingual classrooms. For the future research can explore the long-term impact of translanguaging on academic performance and identity formation among multilingual learners across different educational levels.
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