LANGUAGE CIRCLE: Journal of Language and Literature, 15(2) April 2021.

p-ISSN 1858-0165
Available online at http://journal.unnes.ac.id e-ISSN 2460-853X

Translanguaging in International Student Teaching: Narratives of

Filipino Teachers in an Indonesian Setting
Willy Prasetya1
willy.prasetya@uii.ac.id
1
English Language Education Department,
Universitas Islam Indonesia, Yogyakarta, Indonesia
Abstract
Regardless of numerous studies on translanguaging, little attention has been given to its practice
among pre-service teachers, particularly in the ASEAN context. To fill this gap, this article explores
the experiences of three pre-service English teachers from the Philippines who were assigned to a
private elementary school in Indonesia as part of a pre-service teacher exchange program. Working
in a context that did not share a similar first or second language, the three teachers used English,
their second language, as a lingua franca in communicating with the students. Drawing upon data
from their teaching diaries, class observation, and in-depth interviews, this article reveals that using
English in the classroom was challenging because English was neither the first nor the second
language of their students. Three narratives from the teachers are recounted to shed some light on
their use of translanguaging to bridge the communication gap. The implication of the study is also
discussed.

Keywords: multilingualism, translanguaging, pre-service teacher, English as a Ling

INTRODUCTION languages (Jenkins, 2015) and nonlinguistic aspects

that are available to achieve effective
Previous studies into English as a global lingua
communication in the abovementioned context. In
franca, English as an international language, and
other words, in ELF contexts, it is common to use
English as a world language show that the use of
two or more named languages simultaneously or
English has penetrated into different educational
interchangeably.
terrains in educational settings across ASEAN
increases rapidly as more opportunities for Code-switching has been a popular term to
educational cooperation and exchange programs define such practice. However, in a classroom
become available for the academic community in context, the term indicates that there is a
the region. It is important to note that the use of separation between the target language and
English in ASEAN is not related to any varieties of another language that is ignored most of the time
English. Instead, the term English as a Lingua or even considered a hindrance for target language
Franca (ELF) is used to define the use of the learning (Garcia & Lin, 2016). The interplay
language among people who do not share similar between English and other languages in real-life
mother tongues. In this sense, ELF is not a communication is best defined using the term
linguistic variety that is based on any native- translanguaging (Garcia & Wei, 2014). In
speaker norms (Hülmbauer, Böhringer, Seidlhofer, translanguaging theory, two or more languages in
2008), and its sole purpose is effective an individual’s repertoire are not treated
communication through the use of any linguistic separately (Garcia, 2017); those languages are
repertoire and communicative strategies that a equally essential in the meaning-making processes,
speaker possesses (Friedrich & Matsuda, 2010). In and one particular language should not be
this sense, it is vital to view English, not in considered more important than the others.
isolation from other languages. Instead, English
Regardless of numerous studies on
should be considered as one resource among other
translanguaging, little attention has been given to

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LANGUAGE CIRCLE: Journal of Language and Literature, 15(2) April 2021

translanguaging among pre-service teachers. A the author to explore the topic of this study from
study conducted by Musanti and Rodriguez (2017) three different narratives.
explored translanguaging practices of pre-service
Lourdes’s mother was an elementary school
bilingual teachers’ academic writing in Texas,
teacher so that Lourdes was exposed to English
United States. In the same context, Caldas (2019)
through storybooks and educational books and
discussed the ideology shift of a group of pre-
videos since when she was five years old. She used
service teachers as they participated in a teacher
English and Filipino in a school setting and
preparation course. Meanwhile, Iversen (2019)
Mainitnon, a dialect of the Surigaonon language, at
explored translanguaging practice of pre-service
home. However, she expressed her preference for
teachers in Norwegian multilingual classrooms
using English so that she could improve her
during their field placement. The findings reported
communication skills. She realized that English
that spontaneous translanguaging practices were
was important not only as of the Philippines’
used to support the students. Given the scarcity of
national language but also as an international
research on translanguaging in pre-service
language.
teachers’ classroom practices, particularly in the
ASEAN context, the present study explored how Jane started learning English at home at a
three pre-service Filipino teachers with English as very young age. Her parents, aunts, and uncles
their second language used translanguaging in taught her basic English words and greetings.
teaching Indonesian elementary students who Besides English, she was proficient in Tagalog and
studied English as neither first nor second Surigaonon. Jane was passionate about teaching
language. This study is one among the first to and help students develop their knowledge,
explore pre-service teachers’ translanguaging potential, and skills. Her passion led her to
practice in the context of International student participate in the teacher exchange program in
teaching in ASEAN. Indonesia. Maria learned English when she was in
elementary school. She could speak English well,
THE STUDY
but she said that she used English at school most
This study highlights the preliminary findings of a of the time. She preferred speaking Surigaonon
larger research project on an international student and Tagalog in other situations. Her parents were
teaching program in the ASEAN context that was both municipal councilors, and they frequently
conducted in 2019. The program involved 12 pre- gave public speeches in English. However, they
service teachers with different majors, including did not use English much at home.
natural science, math, and elementary education
Narrative inquiry was implemented for “its
from the Philippines and Thailand. They were
focus on how people use stories to make sense of
placed in three different schools in Yogyakarta,
their experiences in areas of inquiry where it is
Indonesia to teach science, math, and English for
important to understand phenomena from the
two weeks. Prior to the teaching practice, they took
perspectives of those who experience them”
a two-day Indonesian Language course to learn
(Barkhuizen, Benson, & Chik, 2014, p. 2). Through
basic Indonesian words and expressions. The
narrative inquiry, the experiences of the three pre-
present study involved Lourdes, Jane, and Maria
service teachers were explored from their own
(pseudonyms), three Filipino female pre-service
perspectives in an attempt to understand how they
teachers, and also fourth-year students of a private
situated themselves in their teaching context and
university in the Philippines majoring in
why they made particular decisions in their
elementary education. The three teachers were
practices, particularly in the use of
assigned to a private Islamic elementary school to
translanguaging. The teacher narratives were
teach English. They were chosen as participants of
derived from the teaching diaries that they wrote
this study because of the similarity in the linguistic
as partial fulfillment of the final report for the
background, major, and context of the teaching
student teaching program. In addition, classroom
practice. Such consideration was made to enable

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Available online at http://journal.unnes.ac.id e-ISSN 2460-853X

observation notes and a series of online just my lesson presentation or class

correspondence were also conducted to gather discussion, but thinking and visualizing
more data on how the three teachers used ways and strategies on how to control the
translanguaging in their classes. The data were misbehaviors of the class. I also included
then presented as part of the storytelling so that translations for important terms in my
the teacher narratives were rich and presentations so that there is a smooth
comprehensive. The three narratives were transition in my class discussion.
analyzed thematically to determine shared themes
In her first teaching session with grade-four
and pinpoint individual differences (Barkhuizen,
students, the topic was animals. Lourdes used
Benson, & Chik, 2014).
English to communicate with the students, and the
Indonesian language was only used when she read
the translation on her materials and during an
FINDINGS AND DISCUSSION
activity of finding Indonesian language
Findings equivalents for animal names. As a result, many
Four recurring themes in the three narratives were students did not seem to fully understand what
the influence of an Indonesian language course, she said. Several students were seen talking to
translanguaging through translation, visual and each other or doodling on their books.
non-verbal support for translanguaging, and Furthermore, several other students preferred
students’ sociocultural backgrounds in asking their class teacher, who was observing the
translanguaging. The following sections present class, about what Lourdes explained. However, by
vignettes of each participant with the focus on using gestures to explain word meanings and
these four themes. demonstrate the instruction, Lourdes could make
most of the students understand her. She narrated,
Lourdes
(3) I was able to encourage my pupils to be
With no prior knowledge of the Indonesian participative during discussion and
language, Lourdes expressed her relief for having activities, through using different kinds of
the opportunity to take a course on the Indonesian creative strategies, but I cannot deny the fact
language before her internship. that there are pupils who are very noisy.
(1) I can say that we were lucky because the Reflecting on her experience of teaching her
university fixed us a schedule to learn first class, she learned that translation was needed
Bahasa because it would be really helpful not only for materials but also for class instruction,
for us to communicate with our students particularly because she was to teach students of
since not all students in our designated the lower grade with clothes and color as the
schools were good at speaking English. In topic.
just two days, I learned a lot of things about
Indonesia, not just their language and (4) Even though the topic was very easy for me,
important terms, but also their culture, way but the challenge and difficulty there was
of communication, and how bright their how you will help the pupils understand the
personalities were. lesson or how you will deliver the
information to them. The Grade 3 pupils
Lourdes was told by her cooperating teacher were very behaving and enthusiastic but
that most of the students were difficult to control. cannot understand straight English, that is
Knowing that using English only to teach the class why beforehand I put translations in my
would be challenging, she included the Indonesian PowerPoint presentation especially for the
language in her teaching preparation. important information and directions in
(2) So the night before the day I will teach, I order to have a smooth transition of class
prepared myself to the best that I can be, not

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LANGUAGE CIRCLE: Journal of Language and Literature, 15(2) April 2021

discussion and for them to understand me is (…) and my Indonesian name is Jane".
while discussing. Then after that, we proceed to our deep
discussion about the Indonesian language,
After several teaching sessions, Lourdes
then our teacher also provides an activity to
started to translanguage using English and
evaluate our learning about the discussion,
Indonesian language in her class. In her last
then they taught us about; greeting each
teaching session, while most of the time she still
other or greeting someone by using the
used English, in an exercise of finding appropriate
Indonesian language, then also counting
past tense verbs for particular activities in pictures
numbers, etc. On the last day of our BIPA
she asked “Apa verb? (What verb?)” to the
class, the teachers taught us more about the
students while displaying an image of a person
Indonesian language, especially the words
writing. When it came to the group activity, she
or a type of sentences that can help us to
said to one group, “This group, baca (read) number
communicate with the pupils, as the WH
four.” Then, she told another group, “Read
question, how, what, where, when, and why.
number one and two.” She repeated her
In the Indonesian language, bagaimana, apa,
instruction, “Baca (read) number one and two.”
dimana, kapan, mengapa.
She also asked, “What is this?” and repeated it in
the Indonesian language “Apa ini?” to elicit the On her several first days at school, Jane
students’ answers. In addition, she also used body observed several classes that she was going to
movement to demonstrate the activities displayed teach to identify what the students needed and any
on the screen, such as writing, brushing teeth, other possible challenges. She narrated,
watching, sweeping the floor, etc. in that session,
(7) While observing I can think of some
all of the students actively participated in the
effective teaching styles or strategies for my
learning process. Lourdes recounted,
class, because as what I've observed to the
(5) I prepared activities that make the pupils pupils, they can't understand the English
interacted and participated in my class, language, that's why I planned to translate
activities where they can show how much the English language to the Indonesian
they have learned from my discussions, and language for the pupils to better understand
activities be it may be grouped or individual my discussion.
where they showcase or manifest their
When she was teaching the first grade class
gained knowledge. I started and ended my
about food and beverage, Jane not only provided a
class with a lot of positivism and enthusiasm
translation of the materials but also spoke in both
for myself to the point where I was able to
English and Indonesian language. She asked the
influence my class as well.
students, “Food is important for our body?” A few
Jane students replied using minimal response “Yes.”
Then, Jane asked them again why food was
Prior to her internship, Jane joined a two-
important, but the students were unable to answer.
day course on the Indonesian language. She
Then, she explained, “Energy. Kalau tidak ada
learned basic expressions, such as introduction,
makan kita tidak sehat (If we do not eat, we will be
greetings, and questions.
sick).”
(6) Then after introducing ourselves, our
In one activity, she showed several food
teacher taught us to introduce ourselves
pictures one by one and ask the students for each
using the Indonesian language, therefore we
picture, “Apa ini (What is this)?” The students
do introduce ourselves again by using the
replied by mentioning the names of food on the
Indonesian language, for example; "Kenalkan,
pictures in English. When there are no pictures left,
nama saya (…) dan nama Indonesia saya, Jane".
Jane grabbed a student’s bottled tea and asked a
In English "I will introduce myself, my name

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Available online at http://journal.unnes.ac.id e-ISSN 2460-853X

similar question in the Indonesian language, and (10) They conducted this activity for us to learn
the students answered either water or tea. something since we are in the other country
and to have another weapon the moment,
(8) I used to translate the English language to
we start our practice teaching because
the Indonesian language, and then I
according to them, most of the students and
practiced some lines in the Indonesian
teachers can hardly understand and speak
language. In Grade I, I teach about Foods
English that’s why I was very excited during
and Beverages, I show sample pictures of
this time for I could learn again new
foods and beverages and I let them identify
language which is the Indonesian language.
the picture that I’ve presented, either it is a
For that morning session, we talked about
food or beverage.
random things but just the basic terms only
For confirming the student's understanding, that we can use in our practice teaching like
Jane asked the students, “Baik? (Is everything how to introduce ourselves using the
ok?)” On one occasion, when she showed a picture Indonesian language, the numbers, the daily
of several apples, several students said, “That is conversations and she (the teacher) also
apple.” Jane responded, “More than one, use presented to us the tourist spots and
‘those are’. If satu (one), ‘this is’. Only transportations in Yogyakarta, Indonesia. It
one. Ingat (remember)?” is quite hard to learn the language because
In another class, Jane taught the students of the terminology that is hard to pronounce
about the living room. She asked the students to but if you apply that in our daily interaction
read a text aloud. However, not all students like what I did you can learn it easily.
participated in the activity. She asked the students Unlike the other two teachers, Maria did not
again, “Lagi, lagi (Again, again). All, all. Baca include translation of her teaching slides to help
(Read),” and all students did what she asked. Then, the students understand the materials. She also
she proceeded on the explanation of the living used English in most of the teaching process.
room using pictures depicting the room and things
(11) I was well prepared on that day but quite
inside it.
unproductive because my students showed
(9) Then for Grade II, I teach all about Living less interaction in the class for, they could
Room, then I showed to them a picture of not understand English. In short, we could
things that can be found in the Living Room not understand each other, they could not
and I let them named the things that I speak also using the English language. I was
presented to them. After that, I explained to struggling on that day but for that
them that the things that I presented will be experience, I’ve learned something that’s
found in Living Room, and then after that, I why on my next teaching demonstration I
discussed to them the meaning and the provided translation.
importance of the Living Room in the house.
In the next class, Maria provided a
I enjoy teaching the pupils because they are
translation of her teaching materials, but she still
very participative and I don’t expect it,
spoke English in most of the teaching process. She
because I thought that it’s hard for me to
spoke the Indonesian language only when she read
interact with the pupils because of the
the translated materials aloud. Many students
language barrier.
looked confused with her explanation, but she was
Maria not aware of it. As a result, several students were
Maria was excited about the two-day course murmuring at each other.
on the Indonesian language. However, she found (12) I translated everything in the Indonesian
that the language was difficult to learn particularly language but still I taught them how to
in terms of pronunciation. speak English and understand such basic

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LANGUAGE CIRCLE: Journal of Language and Literature, 15(2) April 2021

words for they are still beginners for but the others did not. Unfortunately, there was no
learning much. more time left for any further explanation.
The next activity was group work. Maria Maria specifically recounted in her diary
asked the students in each group to make a circle, that what she learned from the course enabled her
and she moved her hand as if she was drawing a to communicate with the students outside the class.
circle. In this activity, the students had to mention
(13) It good thing we had Bahasa class for 2 days
anything that they could find in a picture of a
before we had our class observation and
living room. They work enthusiastically to
practice teaching so I’ve learned some basic
complete the task. When Maria asked what the
words and conversation of Bahasa. Every
living room was for, the students answered using
time I talked to my pupils even outside the
the Indonesian language, “Ruang untuk tamu (A
class, I used Bahasa also even just the basic
room for guests).” She tried hard to understand it,
one and I can understand them little by little
but the students were unable to explain it using
but just the simple words. The more I talk to
English or demonstrate it using gestures. Maria
the students using Bahasa, the more I learn.
then said, “It is a room for the family.” It turned
Of course, I also teach them how to speak
out that Maria and the students had a different
English and I introduced the basic and
concept of the living room. The students did not
simple English terminologies for their
say anything to her either because they did not
further learning and future use.
understand what Maria said or because they did
not know how to respond. Discussion

For the next activity, Maria showed several The findings revealed the three teachers’
pictures of things inside a living room. The progression in acquiring new linguistic resources
pictures were followed by several statements with and utilizing them along with their existing
no verbs, and the students were asked to fill the repertoire to ensure that their students learned
gaps with ‘is’ or ‘are’. A student incorrectly chose something from them. The three teachers
‘are’ for a picture of three vases, and Maria said, acknowledged that the Indonesian language
“If satu (one), you will use ‘is’.” She further course was helpful, despite being given only for
explained, “without –s,” indicating a singular two days. As Indonesian had been added to their
noun without the suffix –s. She then added, repertoire, the three teachers were able to
“If banyak or many or more than one, with –s.” She accommodate their communication with the
also used her fingers to demonstrate singularity students. At the beginning of the internship,
and plurality. Lourdes and Maria used only English in their class,
while Jane started using both English and
To check the students’ answers, she invited
Indonesian language in her first teaching session.
them to read their answers. One student did not
When using only English resulted in the students’
read clearly, and Maria asked her,
non-understanding, they translanguaged so that
“Again baca (read).” When a student did not pay
their utterances became more understandable for
attention to her because of walking around the
the students.
class, she asked him, “Please duduk (sit down).” At
the end of the activity, she checks students’ However, due to limited Indonesian
comprehension by asking, “Any question?” language resources, non-understanding may be
Several students raised their hands, but they unresolved. For example, when talking about the
seemed to have difficulties in expressing their function of a living room, Maria and her students
questions. Maria asked them again, “Paham had different concepts of the living room probably
tidak? (Do you understand?),” and the students due to their different cultural backgrounds. The
had different answers. Some of them understood, students said that the living room was “ruang
untuk tamu” (a room for accepting guests) in

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LANGUAGE CIRCLE: Journal of Language and Literature, 15(2) April 2021. p-ISSN 1858-0165
Available online at http://journal.unnes.ac.id e-ISSN 2460-853X

reference to a common perception among communication” (Li, 2018, pp. 24-25). Translingual
Indonesian people to have separate rooms for communication not only leads interlocutors to
welcoming guests and spending time with family make use of any linguistic resources that they have
members. Maria did not understand what the but also to gain new resources to be integrated into
students said, and rather she told the students that their ‘communicative repertoires’ (Zentz, 2014).
a living room was for family, which the students Communicative repertoires refer to the ability of
also did not understand. As a result, they did not an individual to select and use certain
come to an agreement on what a living room was communicative resources among all that he/she
for until the end of the session. possesses “to create the meanings and identity
attributes that s/he wishes to present to others or to
Translanguaging in ELF settings is
feel himself/herself in any of the languages s/he
advantageous especially if there is a disparity in
speaks” (Zentz, 2014, p. 71). As reported in this
the English language proficiency of the
study, the three teachers utilized their newly
interlocutors. As narrated above, because the
learned Indonesian language resources to make
students could not understand English well, using
their students understand what they said and
only English resulted in the students’ non-
gained their students’ attention while at the same
understanding and lack of participation. When the
time used English to provide the students with a
three teachers incorporate words and expressions
certain amount of exposure to the language.
in the Indonesian language, the students could
understand better and participate in the class CONCLUSION
activities. In fact, the use of the Indonesian
This study explored the narratives of three pre-
language not only helped the students understand
service teachers from the Philippines in terms of
the materials but also made them feel a sense of
the use of ELF for teaching Indonesian elementary
acknowledgment for their identity. As observed in
students. The findings revealed that the teachers
the classroom, the students immediately paid
encountered a communication problem due to
attention to the teachers when they spoke the
their students’ limited English proficiency. Thus,
Indonesian language, and many of them were
the Indonesian language was also used along with
surprised that the teachers could speak the
English and other nonlinguistic strategies in their
language. Informed by ELF paradigm,
instruction to help their students comprehend the
translanguaging, particularly through translation
lessons.
from English to learners’ languages, “make(s) a
negotiable transition from language learners to Pedagogically, this study implies that
language users as well as to recognize their first students’ L1 should be prioritized over English,
language or native language not as a hindrance but especially in the context of elementary education
rather as a resource for building and developing in ASEAN and particularly in Indonesia. This does
their English language repertoire” (Widodo & not mean that English should not be taught in
Fang, 2019, p. 195). elementary school. Rather, the teaching of English
should not deny the existence of students’ mother
Translanguaging also promotes the
tongue as the closest available linguistic resources.
exchange of linguistic resources and the
By acknowledging the importance of L1 in an
acquisition of new languages, as narrated by Maria
educational setting, students can learn more
at the beginning of this section. As more people
effectively while at the same time maintain their
with different languages interact to each other,
mother tongue and/or national language as the
boundaries between languages, the ones that
representation of their linguacultural identity.
separate one language from the others, disappear
Furthermore, as Kirkpatrick (2012) argued,
(Li, 2018; Baker & Sangiamchit, 2019). In such a
“children are advantaged by learning in their
situation, any interlocutors “go beyond narrowly
mother tongue in the early years of schooling, and
defined linguistic cues and transcend culturally
will be seriously disadvantaged if forced to learn
defined language boundaries to achieve effective

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LANGUAGE CIRCLE: Journal of Language and Literature, 15(2) April 2021

subjects in a language that is neither spoken nor lingua franca. International Multilingual
understood” (p. 341). Research Journal, 4(1), 20-30.
In addition, this study also indicates that García, O. (2017). Translanguaging in schools:
mixing different language aspects in classroom Subiendo y bajando, bajando y subiendo as
settings should not be considered an error in afterword. Journal of Language, Identity &
language learning. From ELF perspective, such Education, 16(4), 256-263.
practice occurs either because an individual has
García, O., & Lin A.M.Y. (2016). Translanguaging
limited proficiency in one language or because
in bilingual education. In O. García et al.
they are trying to show their identity through the
(eds.), Bilingual and Multilingual Education,
use of a certain language. Despite the reasons, the
Encyclopedia of Language and Education (pp.
only goal of such practice is achieving effective
1–14). Springer International Publishing AG.
communication in which all interlocutors
understand one another. García, O., & Wei, L. (2014). Translanguanging:
Language, bilingualism, and education.
It is important to note that this study is still
Palgrave Macmillan UK.
in the exploratory stage, and thus the result is not
generalizable. However, this study provides Hülmbauer, C., Böhringer, H., & Seidlhofer, B.
insight into the nature of English as a lingua franca (2008). Introducing English as a lingua
in a classroom setting and the interplay between franca (ELF): Precursor and partner in
English and other languages as parts of intercultural communication. Synergies
multilingual ability. Europe, 3, 25-36.

DECLARATION OF INTEREST STATEMENT Iversen, J.Y. (2019). Pre-service teachers’

translanguaging during field placement in
There is no conflict of interest in this paper. This
multilingual, mainstream classrooms in
paper has not been published or considered for
Norway. Language and Education, 34(1), 1-15.
publication elsewhere.
Jenkins, J. (2015). Repositioning English and
multilingualism in English as a Lingua
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