Journal Article

Mapping Translanguaging Practices in The EFL Classroom: A Bibliometric Analysis 2015-2024

Mahayanti, Ni Wayan Surya, Budiarta, Luh Gd Rahayu, Putra, I Kadek Krisna Dharma, Suwastini, Ni Komang Arie

2024

Overview

Purpose: This study examines the evolving field of translanguaging within English as a Foreign Language (EFL) education.   Design/Methodology/Approach: A bibliometric analysis of research publication from 2015 to 2024, sourced from the dimension database, reveals key trends, influential authors, and the impact of technology on translanguaging practices in language learning.   Findings: A flow in publications over this period highlights the growing interest ad recognition of translanguaging as a valuable pedagogical approach within EFL contexts. The research encompasses a diverse range of areas, including language, communication, culture, linguistics, education, curriculum, and pedagogy. This underscores the multifaceted nature of translanguaging and its relevance across multiple disciplines. Studies repeatedly demonstrate the positive benefits of translanguaging in EFL classrooms. These benefits include improved language acquisition, literacy development, student participation, and a more inclusive learning environment. The analysis identifies leading scholars whose work has significantly shaped the field and continues to guide the direction of translanguaging research. Furthermore, the study finds that integrating digital technologies into translanguaging practices further enhances language learning experiences.   Research, Practical & Social implications: This study has important implications for educators, researchers, and policymakers engaged in EFL education. The evidence clearly supports the adoption of translanguaging approaches to maximize the learning potential of linguistically diverse students. Future research should explicitly examine the potential of translanguaging to develop creativity, critical thinking, and the influence of socio-political factors surrounding its implementation. The study’s findings highlight the need for educational policies that promote multilingualism and inclusivity in language classroom.   Originality/Value: This study offers a novel contribution by systematically analyzing the development of translanguaging research within EFL education over a decade. Utilizing a comprehensive bibliometric approach, the study identifies key trends, influential authors, and the integration of digital technologies, highlighting the multifaceted benefits of translanguaging as an effective pedagogical approach that enhances language acquisition, literacy, and student participation, thus promoting a more inclusive and dynamic learning environment.