Translanguaging in the EFL Classroom: Uncovering Strategies and Negotiations of Meaning

Abstract

This study investigates translanguaging practices in English as a Foreign Language (EFL) classroom interaction by examining language functions and meaning negotiation processes. The study was conducted in an English for Culinary class at Bali International Polytechnic involving 42 students from two classes. Using a qualitative descriptive design, data were collected through classroom observations and audio recordings across six class meetings (approximately nine hours). The interactions were transcribed and analyzed contextually to identify translanguaging functions and meaning negotiation strategies. Drawing on translanguaging theory and negotiation of meaning theory, the study explores how multilingual resources support learning in vocational EFL contexts. The findings reveal five major functions of translanguaging: clarification, elaboration, repetition, emphasis, and classroom management, with clarification emerging as the most frequent. Five meaning negotiation strategies were also identified: clarification requests, confirmation checks, reformulation, comprehension checks, and repetition. The findings suggest that translanguaging functions not only as a linguistic practice but also as an effective pedagogical resource that facilitates meaning negotiation and enhances students’ understanding in multilingual vocational EFL classrooms. This study contributes to the growing body of research on translanguaging in vocational education and multilingual learning environments.