A research article authored by Wulandari Santoso ( Binus)  and Prof. Fuad Hamied (UPI).

Translanguaging is often narrowly perceived as the use of students’ first language(s) to scaffold learning, overlooking its transformative potential to challenge the binary logic of separate linguistic codes. Recent conceptualizations highlight translanguaging’s decolonial potential, empowering teachers and students to reject colonial language ideologies that marginalize multilingual speakers. While research in Indonesia has examined spontaneous translanguaging in English classrooms, little is known about its purposeful implementation in English-medium content classrooms. This gap is critical given challenges such as low English proficiency among teachers and students, lack of implementation guidelines, and the perpetuation of monoglossic language ideologies that reinforce linguistic hegemony. This study, part of a design-based research (DBR) project, investigates content teachers’ perceptions of translanguaging pedagogy in an English-medium secondary school in Indonesia and explores a potential pedagogical framework for its application. The findings aim to inform the systematic adoption of translanguaging pedagogy to legitimize multilingual practices and challenge dominant language ideologies.

Full article : http://journal.asiatefl.org/main/main.php?inx_journals=80&inx_contents=1252&main=1&sub=2&submode=3&PageMode=JournalView&s_title=Implementing_Translanguaging_as_Transformative_Pedagogy_in_an_English_Medium_Secondary_School_in_Indonesia