We recently carried out a study that explores the use of translanguaging in teaching English for Specific Purposes (ESP) to nursing students in Indonesia. Our findings show that the approach enhances comprehension, confidence and student engagement in the learning process.
In education, language often serves as a bridge between teaching and understanding. With technology advancing rapidly, more innovative approaches are being used to enhance the quality of learning in language education. Translanguaging is an increasingly popular approach, allowing students to use their entire linguistic repertoire, including both their first and second languages, to understand the material being taught. Beyond language learning benefits, translanguaging also brings positive impacts in various educational contexts, including in teaching ESP at university level.
Translanguaging, which refers to the use of two or more languages in a single learning context, aims to create a more inclusive learning environment and boost students’ comprehension of materials that might be difficult to grasp using only one language. In many situations, especially in non-English-speaking countries, English instruction is often restricted by monolingual policies that require the exclusive use of English as the medium of instruction. However, these policies frequently pose major challenges, particularly when students have varying levels of English proficiency or when the subject matter is highly technical and requires in-depth understanding.
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In Indonesia, translanguaging is being implemented at some universities, especially in ESP programmes for nursing, where students are expected to master medical English used in professional settings. Nursing, as a highly technical field closely tied to medical practice, requires not just everyday English but an understanding of complex medical terminology that can be difficult to comprehend without further explanation. This is where translanguaging plays a crucial role, helping students grasp these terms by using a language they are more familiar with – Bahasa Indonesia.
Our study involved 150 nursing students and five ESP instructors. We aimed to explore how translanguaging is received and implemented in ESP classrooms, particularly in the nursing field. A mixed-methods approach was used, combining direct observations, semi-structured interviews and surveys to collect data from both students and instructors. The findings revealed that translanguaging was positively received by the majority of students, who felt more comfortable and confident when allowed to use both Bahasa Indonesia and English during the learning process.
Students reported that they found it easier to understand the materials when instructors used both languages. In some instances, instructors used Bahasa Indonesia to explain complex medical terms or concepts before elaborating in English. For example, a medical term such as “high blood pressure” was first introduced in Bahasa Indonesia, followed by further explanation in English. This helped students better understand the context and meaning of such terms, which is critical in the nursing profession.
Furthermore, translanguaging helped students build confidence in communicating in English. Many students felt anxious or hesitant when asked to speak in English, especially when they lacked full command of medical vocabulary. By using Bahasa Indonesia as a bridge, they were able to reduce their anxiety and focus more on understanding the material. This process also encouraged greater participation in class discussions because students felt more capable of expressing their opinions and asking questions.
We found that translanguaging benefits students and instructors alike. In this study, instructors reported that it helped them explain materials more clearly, especially for students with lower English proficiency. They found that using Bahasa Indonesia as a support tool in teaching medical English improved students’ understanding of complex topics. Additionally, it enriched their interaction with students, creating a more engaging and enjoyable classroom environment.
Create a collaborative learning environment
One major advantage of translanguaging is its capacity to facilitate interaction in the classroom. In such settings, instructors not only serve as knowledge providers but as facilitators, creating a collaborative atmosphere among students.
By allowing the use of both languages, instructors give students the freedom to speak more openly, ask questions without fear and discuss materials in a way that is easier for them to understand. This fosters a sense of belonging and enhances peer solidarity, ultimately deepening students’ understanding of the content.
However, despite its many benefits, translanguaging faces certain challenges. One major obstacle is the prevailing language policy that prioritises English as the main language of instruction. In many educational institutions in Indonesia, English-only policies are still strongly upheld, particularly in the context of ESP and English as a Medium of Instruction. These policies aim to improve students’ English proficiency but ignore the reality that not all students possess the language skills needed to fully understand course content.
Some instructors in this study expressed concern that translanguaging could could limit opportunities to acquire English skills, which are crucial for students’ future careers. They worry that if Bahasa Indonesia is used too frequently in the classroom, students might not be sufficiently exposed to English to achieve the fluency required in the workplace.
Despite such concerns, many instructors still recognise the importance of using translanguaging in specific contexts. They believe it is highly beneficial when explaining complex concepts or extremely technical medical terminology that might be difficult to grasp using English alone. After all, translanguaging is not about reducing the use of English but rather about facilitating better understanding of the material being taught. Translanguaging enables students to more easily access and engage with knowledge, which in turn can strengthen their English language proficiency.
Translanguaging is not merely a teaching technique but an inclusive learning strategy. By allowing students to use languages they are comfortable with, translanguaging fosters a more supportive and open learning environment.
This is particularly important in higher education, where students come from diverse linguistic backgrounds and might have limited English proficiency. In this regard, translanguaging makes learning more accessible by connecting it to students’ experiences and cultural contexts.
This study highlights how the use of translanguaging in ESP classrooms – particularly in nursing – can enrich students’ learning experiences. Students do not just learn English as a communication tool; they acquire essential medical concepts for their future careers. Through translanguaging, they are able to connect their English language knowledge with their local context, making the learning process more relevant and meaningful.
Erikson Saragjh is applied linguistics professor at Universitas Sumatera Utara.
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