Exploring Indonesian Islamic Boarding School Students’ Perception of Translanguaging Practices

Abstract

Translanguaging could be practiced in multilingual education settings, including in the Islamic boarding schools. Supported by Islamic tradition, the use of Arabic and other languages, including English, is commonly found in the Islamic boarding school in Indonesian contexts. Numerous studies have investigated the use of translanguaging and its benefits towards learning, and language development. Yet, little empirical research reports the translanguaging practices in Islamic boarding schools. A recent study attempts to explore and analyze the practice of translanguaging in Islamic

boarding schools in Indonesia. Grounded in a descriptive qualitative using semi- structured interviews with students who have experienced living in the boarding school

practicing English and multilingualism, the data were analyzed under six parameters as follows: (1) Heterogeneity in language is celebrated, (2) Collaboration among both teachers and students, (3) Learner-centered classrooms, (4) Language and content integration, (5) Inclusive plurilingual use from students, (6) Experiential learning, and (7) Local autonomy and responsibility. Employing qualitative data analysis, the findings of this study show that regulations that prioritize the use of Arabic and English gave a space or a room for students to practice translanguaging among themselves, making translanguaging a common practice both in the classroom and in everyday communication. Meanwhile, this study suggests that having no rule emphasizing the use of Arabic and English tends to make students use their local (Sundanese) and national language (Bahasa Indonesia) during their communication. These conditions imply the importance of making use of all linguistic resources for both Students and teachers in Islamic boarding schools, which would enrich their language skills and cultural identity. Therefore, teaching approaches must be adapted to support translanguaging, including providing training for educators to effectively manage multilingual classrooms. Further research is also needed to understand the long-term impact of language-in-education policies on students' learning and social interactions.