Translanguaging of Social Interactions of Teachers aand Students at SLB Negeri 1 Binjai

Abstract

This research explores classroom interactions focusing on translanguaging between teachers and students at SLB Negeri 1 Binjai, a special school in Indonesia. The main focus of this study is how teachers use Indonesian and English with students who have Autism Spectrum Disorder (ASD) during learning activities. Using Tse’s (1996) theory, the study identifies three parts of translanguaging: code- switching, translating/interpreting, and language brokering. This study uses a qualitative method through classroom observation, interviews with teachers, and documentation. The results show that the most common type of translanguaging used is intra-sentential code-switching, followed by inter- sentential code-switching, and a smaller number of tag-switching. Translating is also often used to help students understand English vocabulary. However, there is no language brokering done by students. Interviews with teachers show that translanguaging can be done by students with autism using simple language and simple materials to support English learning at this school.