Translanguaging Pedagogy in ESP Classrooms: the Practice, Contribution, and Common Perception
Susie Kusumayanthi – Margana – Agus Widyantoro
DOI: 10.18355/XL.2025.18.04.17
Abstract
Learning English for multilingual learners in the field of English for Specific Purposes (ESP) for Physical Education (PE) students poses challenges and often evokes a sense of resistance due to monolingual language ideology. This study aimed to describe and explore ways to develop the PE students’ English writing skills through translanguaging pedagogy. The study adopted a multiple-case study design with three ESP lecturers as the participants of the research, along with their PE students in three selected Physical Teacher Education Study Programs, in West Java, Indonesia. The participants were selected through a purposive sampling approach with a set of operational criteria. To address the research questions, the study utilized a qualitative data collection method. To analyze the data, a six-step thematic analysis procedure was employed to identify the key themes. The study shows that translanguaging pedagogy contributed to the PE students' writing skills in several ways, namely: enhanced brainstorming, clarity through multimodal resources, and reduced plagiarism. The discussion, along with the novelty and the impact of the research, was discussed in this study. To conclude, the flexibility offered by translanguaging pedagogy fosters inclusivity and empowers the multilingual learners in the field of ESP in delivering their written arguments.
Key words: multilingual learners, physical education students, translanguaging pedagogy, written argumentative skills
Pages: 261-277
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