Facilitating English Syntax Learning through Translanguaging: Insights from Indonesian University Students
DOI:
https://doi.org/10.69747/edu-ij.v1i2.114Keywords:
english syntax instruction; multilingual pedagogy; translanguagingAbstract
This study investigates the role of translanguaging in English syntax instruction within an Islamic university context in Lampung, Indonesia. Adopting a qualitative case study design, the research explores how students and lecturers utilize multiple languages primarily English, Bahasa Indonesia, Arabic, and local languages to facilitate the learning of complex grammatical structures. Data were collected through classroom observations, student interviews, and survey responses. Findings reveal that translanguaging serves as a valuable pedagogical strategy, enabling students to access prior linguistic knowledge, reduce anxiety, and enhance comprehension of abstract syntactic rules. Students reported increased comfort and confidence when allowed to express their ideas through a mix of languages, especially when dealing with challenging topics like relative clauses or auxiliary verbs. However, the study also highlights key challenges, including increased cognitive load, distraction, and the risk of overdependence on the first language. These findings underscore the importance of a context-responsive and adaptive use of translanguaging that supports language development while gradually transitioning learners into English-dominant instruction. The study contributes to the growing body of research on multilingual pedagogies in EFL contexts and offers practical implications for English language teaching in religious and multilingual settings.
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