TRANSLANGUAGING IN ENGLISH CLASSROOMS AT SMK TELKOM 2 MEDAN

The use of translanguaging in education is an ongoing research topic, often linked to codeswitching and translation. Translanguaging involves leveraging a speaker's
full linguistic repertoire, using multiple languages to communicate, convey information, or comprehend concepts. Research suggests that translanguaging fosters positive social attitudes, especially among students from diverse cultural backgrounds, and combining a first language (L1) with English can be advantageous. However, school implementation varies depending on policies. This
study aims to elucidate translanguaging practices in vocational classroom settings and explore teachers’ views on its use. Employing a qualitative descriptive case study design, data were collected via classroom observations and semi-structured interviews with two experienced English teachers and students from Grades X and XI. Thematic analysis revealed that translanguaging helps students grasp complex material, expand vocabulary, and connect lessons to prior experiences. Additionally, it boosts student confidence, cultivates a positive classroom environment, and
respects students’ linguistic and cultural backgrounds. Teachers frequently integrate English, Indonesian, and the local Medan dialect to clarify concepts, help students
understand, and encourage students to participate, strategically switching languages to ensure comprehension and support communication skills. Future research should
explore translanguaging's impact on specific language skills (speaking, writing, reading, and listening) to provide clear evidence of its effectiveness in enhancing English language proficiency