ABSTRACT

Aziz Pharsa,          Ghandi. 2024. Teachers’ and Students’ Attitudes Toward Translanguaging in EFL Classroom: A Systematic Literature Review.English Language Education StudyProgram,FacultyofTeacherTrainingandEducation,LambungMangkuratUniversity, Banjarmasin. The first advisor: Dr. Novita Triana, S.Pd., M.A., and the second advisor: Elvina Arapah, M.Pd.

Keywords:Translanguaging, Students, Teacher, EFL Classroom.

This research examines teachers' and students' attitudes towards translanguaging in English as a Foreign Language (EFL) classrooms. Based on a systematic literature review. this research investigates perceptions regarding the efficacy, acceptability, and challenges of translanguaging and Teachers' and students' attitudes towards translanguaging in English as a Foreign Language. Language translanguaging, a dynamic pedagogical approach rooted in bilingual education, involves integrating a student's native language with the target language to improve language learning outcomes. Based on the systematic literature review, various factors influencing students' attitudes toward language translation are explored, including language ideology, educational background, and institutional context. Findings show a growing acceptance of translanguaging among students, especially young students, who see it as a means to foster inclusive learning environments and improve understanding. However, there is doubt among older students, driven by concerns about potential language impairment and reduced proficiency in the target language. The importance of translanguaging lies in its potential to facilitate deeper understanding, encourage the development of weak languages, and integrate early learners with experts. Effective implementation of translanguage pedagogy requires collaboration between teachers and students, as well as between educators, to create an inclusive and effective language learning environment. This study underscores the importance of understanding teachers' and students' attitudes towards translanguaging to inform more inclusive and effective pedagogical practices in diverse linguistic contexts.