| dc.description.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. | en_US |
