Reframing EFL Classrooms Students’ Perspectives on Translanguaging as a Pedagogical Strategy in Indonesian Senior High School

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Students showed positive attitudes towards translanguaging, believing it improved engagement and comprehension in English classes.
Data from classroom observations and interviews with 30 tenth-grade students highlighted the use of L1 to support learning.
Qualitative case study methodology allowed insights into students’ emotional and cognitive experiences with language learning.
Supports flexible language practices; findings may influence EFL educators and curriculum developers in creating inclusive classrooms.

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Qualitative case study reveals translanguaging enhances student engagement in multilingual English classes, suggesting pedagogical benefits.

Cahyanti et al. (2025) studied this question.

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Qualitative case study reveals translanguaging enhances student engagement in multilingual English classes, suggesting pedagogical benefits.