| dc.description.abstract | This study aims to explore an EFL teacher’s translanguaging practice when
teaching English in a vocational high school. The participant of this study was a
43-year-old female teacher who has been teaching English for more than 10 years.
Data were collected from a classroom video of 53 minutes. The video was
transcribed and annotated using an observation checklist. Data were analyzed
using thematic analysis. This study found that the teacher employed three
translanguaging practices: code-switching, translation, and interpretation. Code- switching was used when the teacher delivered the lesson through a PowerPoint
presentation, question and answer sessions, and instructing students to read or
practice. Translation and interpretation were employed when the teacher helped
the students comprehend the material. The teacher used English first, followed by
comprehension sentences in the first or second language. The teacher also
reformulated a sentence in English to help the students understand the materials
well and easily. This study suggests that teachers’ translanguaging practices enable
teachers to clarify instructions, elaborate questions, and explain learning
materials. | en_US |
