Rasman, Wulandari Santoso
Translanguaging has gained increasing attention within applied linguistics, including in the context of English language education. While its meanings and practices inevitably differ across educational settings, exploring these varied approaches is crucial for deepening our understanding of its pedagogical possibilities. This chapter seeks to contribute to this exploration by examining how translanguaging is practiced in the superdiverse contexts of Indonesia. It reviews empirical research conducted in these contexts to critically engage with emerging issues surrounding how translanguaging is understood and enacted in English language classrooms. Key issues discussed in this chapter include a widespread view of translanguaging as a mere scaffolding tool rather than a transformative multilingual approach, limited attention to semiotic resources, restrictive conceptualizations shaped by Indonesia’s socio-political context, and the lack of longitudinal studies on the sustained and purposeful use of translanguaging in classrooms. The chapter concludes by proposing areas for future research and pedagogical development, including the need for broader conceptualizations of translanguaging, the integration of multimodal communication, and the adoption of participatory research methods that actively involve both teachers and students. Through these insights, the chapter seeks to contribute to the ongoing conversations about multilingual education and inform future directions in translanguaging research and practice. © 2026 selection and editorial matter, Subhan Zein and Fuad Abdul Hamied; individual chapters, the contributors.
Department of English Language Education, Universitas Negeri Yogyakarta, Indonesia; English Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia
