Translanguaging functions in EFL peer interaction speaking activities
DOI:
https://doi.org/10.21070/jees.v11i2.2018Keywords:
translanguaging, EFL speaking, Peer Interaction, learner agency, affective factors, Indonesian multilingual contextAbstract
In multilingual EFL classrooms, learners may draw on their multilingual repertoires to manage cognitive, affective, and interactional demands during speaking activities. This study investigates how naturally occurring translanguaging emerges during peer interaction in EFL speaking activities and how learners perceive its functions in supporting participation and engagement. Employing a qualitative research design, the study involved seven undergraduate EFL students at Ibrahimy University, Indonesia. Data were collected through classroom observations, audio- and video-recorded peer interactions, semi-structured interviews, field notes, and a reflexive journal, and were analyzed through interactional and thematic analyses. The findings indicate that translanguaging functioned as a resource for cognitive scaffolding during task comprehension and idea planning, affective and interactional support for sustaining participation, and support for continued English production during peer interaction. The findings also indicate learners’ awareness of when and why translanguaging was appropriate, suggesting a context-sensitive orientation toward multilingual language use. Rather than demonstrating changes in speaking proficiency, the study highlights how naturally occurring translanguaging can support participation, interaction, and learners’ management of speaking tasks. The study contributes to research on translanguaging and EFL speaking by highlighting learner agency and peer-mediated translanguaging in multilingual classroom contexts.
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