Korean language teachers’ translanguanging practices in an online learning platform

Jehan Hanyfah, Risa Triarisanti

Abstract


Translanguaging as a pedagogical method has gained ample attention among language learning scholars since it allows the integrative use of working languages in the classroom to support comprehension of the learning materials and engagement during class activities, thus accelerating their comprehension and language skills. However, its practice in Korean as foreign language (KFL) teaching in an online educational platform is still under-studied. This study aims to identify the types of translanguaging practice applied in Korean language learning on the Online Edu Course platform and explore the reason behind such practice. This study employed a qualitative method through observation, interview, and diary writing to obtain the data. The data were obtained from three teachers in three levels: beginner, intermediate, and advanced. The results showed that translanguaging practices differ at each level of the KFL online course. Lexicalization Translanguaging, Intra-Sentential Translanguaging, Inter-Sentential Translanguaging, Insertion Translanguaging, and Entire Translanguaging occur in the beginner and advanced classes. Lexicalization Translanguaging is predominantly used in the beginner class, while Insertion Translanguaging is often applied in the advanced class. The teacher in the intermediate class commonly practices Entire Translanguaging. Teachers employ translanguaging strategies based on students’ needs and language proficiency levels, as evidenced by teaching diaries and interviews. In advanced classes, translanguaging is used selectively to enhance engagement, while in intermediate classes, entire translanguaging is applied to support comprehension and facilitate learning.

Keywords


Korean as a foreign language; Indonesian teachers; online learning; translanguanging Practices

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References


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DOI: https://doi.org/10.17509/jokal.v5i2.91514

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