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Full text release has been delayed at the author's request until May 05, 2029

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A Case of Indonesian EFL Pre-Service Teachers’ Enactment of Pedagogical Translanguaging and Translingual Identity in Microteaching Class

Iswandari, Yuseva Ariyani
http://orcid.org/0000-0001-6867-7323
http://rave.ohiolink.edu/etdc/view?acc_num=osu1711706901770602

Abstract Details

2024, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This study examines a case of Indonesian EFL pre-service teachers’ enactment of pedagogical translanguaging and translingual identity in Microteaching Class. Three research questions guide the study: (1) How do the pre-service teachers describe their linguistic backgrounds and prior English learning experience? (2) In response to the prompts given by the lecturer, how do the pre-service teachers use languages during their microteaching simulations and what the functions of those languages? (3) How do the language choices that the pre-service teachers make during their microteaching contribute to the construction of their translingual teacher identity? Using pedagogical translanguaging and translingual teacher identity as the theoretical frameworks, this study sheds light on the interplay of the PSTs’ linguistic backgrounds and their prior English learning experience, the PSTs’ language use and its functions, and the construction of their translingual teacher identity during Microteaching Class. A qualitative case study design using multiple data collection methods is employed. The participants are 13 Indonesian EFL PSTs in Microteaching Class at Pengajar University Indonesia. A total 22 observations are conducted. The observations are audio-video recorded, and fieldnotes as well as transcripts are collected. In addition, a questionnaire, four interviews, and document collection are used as data triangulation. The observation and interview transcripts are transcribed verbatim. The data are analyzed iteratively, involving both deductive and inductive data analysis procedures. The findings show that the PSTs’ multilingual backgrounds and the translanguaging-oriented exposure by their prior English school teachers give positive experiences and attitudes towards the use of Indonesian (and Javanese). Consequently, they imitate their prior teachers’ teaching approach and strategies and integrate into their microteaching simulations. Their use of Indonesian reflects an openness to translanguaging practice, influencing their translanguaging pedagogy and decisions. Additionally, the study identifies three academic functions of PSTs' use of Indonesian (and Javanese): scaffolding, terminology, and metalinguistic functions, along with two non-academic functions: classroom management and empathy/solidarity functions. Moreover, this study highlights that the construction of the PSTs’ translingual teacher identity is dynamic and involves continuous construction even before their enrollment in the EESP. Furthermore, three patterns of their translingual teacher identity construction identified: (1) From monolingual to translingual, (2) In-betweenness, and (3) I know what I want. Notably, the construction of the PSTs’ translingual identity is accompanied by three tensions related to the discrepancy between the PSTs’ language use plan and the actual practice, the balanced use of languages, and the fear of judgment. The present study carries significant theoretical and pedagogical implications. On the theoretical side, this study suggests exploring topic areas on the natural development of PSTs’ translingual identity, agency, and reflection. Addressing the tensions calls for exploration on the balanced use of languages and connections between PSTs' translanguaging practices and assessment process. Acknowledging that identities extend beyond classroom interactions, the study suggests for longitudinal research. The pedagogical implications extend not only to the English Education Study Program (EESP) at Pengajar University but also to language teacher education (LTE) programs within wider EFL contexts.
Francis Troyan (Advisor)
261 p.
Education; Language; Teacher Education; Teaching
Keywords: Pedagogical translanguaging, translingual identity construction, EFL pre-service teachers

Recommended Citations

Citations

  • Iswandari, Y. A. (2024). A Case of Indonesian EFL Pre-Service Teachers’ Enactment of Pedagogical Translanguaging and Translingual Identity in Microteaching Class [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1711706901770602

    APA Style (7th edition)

  • Iswandari, Yuseva. A Case of Indonesian EFL Pre-Service Teachers’ Enactment of Pedagogical Translanguaging and Translingual Identity in Microteaching Class . 2024. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1711706901770602.

    MLA Style (8th edition)

  • Iswandari, Yuseva. "A Case of Indonesian EFL Pre-Service Teachers’ Enactment of Pedagogical Translanguaging and Translingual Identity in Microteaching Class ." Doctoral dissertation, Ohio State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=osu1711706901770602

    Chicago Manual of Style (17th edition)

osu1711706901770602
© 2024, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12