I.

Introduction

The escalating globalization of education demands innovative pedagogical approached

that accomodate diverse linguistic backgrounds in academic environment. Translanguaging or

the use of various languages in teaching and learning settings, is one such strategy.

Translanguaging is a teaching technique that enables students to use their comprehensive

skillset, promoting higher comprehension and interaction with the subject matter.

Distinguishing their position as future educators who will apply these tactics in diverse and

holistic classrooms, this study attempts to investigate pre-service teachers' perceptions of

translanguaging as a pedgogical tool.

In academic discourse, translanguaging has gained development particularly in

multilingual contexts where learners speak and possess varying scopes of proficiency in

different languages. Translanguaging is defined as "the process by which bilinguals use their

languages as an integrated communication system," Ofelia Garcia proclaimed the word (Garcia,

2009). This approach not only validates learner's linguistic identities but also enhances cognitive

engagement by allowing them to express concepts in the language they find most comfortable.

Sociocultural theory holds that language is a social tool that influences intellect and

learning, serves as the theoritical foundation for this investigation (Vygotsky,1978).

Translanguaging aligns with this theory by fostering interrelations among learners and between

learners and teachers, facilitating an interactive learning environment. Moreover, it stresses the

essentiality of context in language use, suggesting that language practices are dynamic and

influenced by social interactions. Translanguaging practices can enhance student engagement

and participation in classroom discussion according to Creese and Blackledge (2010), their

research indicates that when learners are permitted to use their native languages alongside

English, it significantly contributes to nurturing a sense of belonging among learners.

Translanguaging can be a powerful pedagogical tool for educators, specifically to pre-

service teachers who are preparing to venture diverse classroom settings. Allowing learners to

draw upon their linguistic resources, teachers can create more supportive and engaging

learning atmosphere. The enhancement of learner's confidence through translanguaging is

prominent. When learners see that their native languages are valued and integrated into the

learning process, it will boost their self-esteem and willingness to engage academic discourse.

Nevertheless, numerous studies have examined translanguaging in various education contexts,

there is a lack of research specifically targeting pre-service teachers. Most existing literature

tends to focus on in-service teachers or learners, leaving a gap in understanding how future

educators percieve and are prepared to implement translanguaging strategies in their

classroom. Much of the existing research on translanguaging has been conducted in specific

educational setting or cultural conditions, which may not be representative of broader

educational landscapes. While some studies highlight the benefits of translanguaging, there is

limited discussion regarding the practical challenges pre-service teachers may face when

implementing these strategies in their future classrooms. However, it is reasonable that pre-

service teachers may percieve translanguaging positively as a means to enhance learners

engagement and collaboration. Considering the advantages of translanguaging can reflect their

teaching philosophies and praxis leading them to absorb more inclusive approaches that will

cater to the diverse linguisitc background of their future students.

 Garcia and Li (2014) indicate a connection between translanguaging and critical

pedagogy, highlighting how learners use their linguistic knowledge as an instrument for social

justice and equity within educational settings. This alignment point out the significance in

comtemporary academic discourse, where inclusivity and equity are dominant concerns among

educators including pre-service teachers. Translanguaging involves modifiable use of multiple

languages not only affirms learners' identities but also enhances their intellect engagement by

enabling them to express complex ideas in the language they find most accessible. On the other

hand, critical pedagogy is anchored in principle that education should be a vehicle for social

change, encouraging learners to challenege inequities and advocate for justice within their

communities (Freire, 1970). The connection of these two concepts, integrating translanguaging

into pedagogical practices, educators can create spaces and room to contribute unique

perspective.

Structured training in translanguaging equips pre-service teachers with essential skills

and knowledge to effectively integrate their students' linguistic resources into instructional

practices. This study aims to address significant gaps in the current literature concerning pre-

service teachers' perceptions of translanguaging as a pedagogical tool. By concentrating on this

under-researched demographic and employing a quantitative methodology through a

structured questionnaire, the research aspires to provide heuristic evidence that deepens our

understanding of how future educators perceive and are prepared to implement

translanguaging strategies within diverse academic environments. The findings will not only

contribute to academic discourse but also guide teacher education programs in identifying the
necessary training and support required for the effective implementation of inclusive

pedagogical practices.

II. Theoretical Framework

Language is a crucial medium through which knowledge constructed socially. In

sociocultural theory, primarily associated with Lev Vygotsky, emphasizes the importance of

social interaction and cultural context in learning processes. In the framework of this study,

translanguaging aligns with socicultural theory by allowing pre-serivce teachers to use their

total linguistic skills. Vygotsky, L. S. (1978) & Dörnyei et al. (1994).

Incorporating translanguaging, pre-service teachers can connect new concepts to their

present knowledge, enhancing comprehension and retention through meaningful engagement.

As Jean Piaget and Jerome Burner, asserts that learners construct knowledge through

experiences and interactions. Piaget, J. (1970) & Bruner, J. S. (1996) This connection is
important for developing effective pedagogical strategies that conform with diverse student

population.

Morever, in language acquisition theory, it examines how individuals acquire language,

highlighting the role of input, interaction, and context in laguage learning. Translanguaging

manage language acquisition by providing learners with opportunities to engage with multiple

languages in authentic settings. Krashen, S. D. (1982). This theory mounts the idea that using

bilingual or multilingual strategy can enhance overall linguistic competence among pre-service

teachers and their future students.

Furthermore, It is essential for fostering an inclusive environment that values all

linguistic identities. The Critical Race Theory (CRT) expose how systematic racism affects

educational pracitices. This theory uphold social justice and equity in education by challenging

narratives that marginzalie minority voices. Incorporating CRT into this study encourages pre-

service teachers to critically reflect on their perceptions of language use concerning issues of

power and privilege within academic setting. (Iftikar et al., 2022).

Learning is efficient and productive when cognitive load is managed effectively.

Translanguaging may help reduce cognitive load by allowing learners to use their first language

alongside second language during complex tasks. The theory of cognitive load focuses on the

amount of information taht working memory can hold at one time. Sweller, J. (1988). This

theory posits the idea that translanguaging can facilitate comprehension and retention by

making learning more accessible.

 For ecological system theory, it explores how various environmental systems influence

individual development. The interconnectedness of social and cultural contexts in shaping

experiences and individuality is being highlighted. This theory aligns with translanguaging that

scrutinize broader ecological framework of education, it considers how different environments

— such as classrooms and communities affect pre-serivice teachers' perceptions and practices

regarding language use. (Bronfenbrenner, U. (1979). Recognizing these influences can help

educators create supportive and holistic settings for translanguaging.

By grounding the study in established education theories, this research aims to

contribute valuable insights into effective educational practices that incorporates linguistic

diversity in educational environment. These theoretical perspective illuminate how

translanguaging can influence teaching effectiveness and nurture an inclusive learning

environment for all learners.