Pre-Service Efl Teachers’ Perceived Benefits And Challenges Of Using Translanguaging As A Pedagogical Strategy

This study aimed to explore the perceived benefits and challenges of using translanguaging as a pedagogical strategy, as well as the factors influencing pre- service EFL teachers’ perceptions. The study employed a qualitative descriptive design involving eight pre-service EFL teachers from the English Education Department at UIN Ar-Raniry Banda Aceh who had completed their teaching practicum. The participants were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis by Braun and Clarke. The findings revealed that participants generally perceived pedagogical translanguaging as a beneficial instructional strategy that supported students' comprehension, classroom participation, confidence, and overall teaching effectiveness when implemented purposefully. However, participants also recognized several challenges, particularly in maintaining meaningful English exposure, determining when and how translanguaging should be used, and responding to diverse classroom conditions and students' varying levels of English proficiency. Furthermore, the findings indicated that participants' perceptions were primarily influenced by authentic teaching experience during teaching practicum and professional learning gained through university coursework and teacher education. Overall, the findings suggest that pre-service EFL teachers viewed pedagogical translanguaging as a purposeful instructional strategy that can effectively support English language teaching when implemented strategically according to learners' needs and classroom context.