Pedagogical Translation in EFL Classrooms: Bridging L1 and L2 in an Islamic Junior High School

Abstract

Monolingual approaches to English language teaching have been increasingly debated in foreign language contexts, particularly where learners have limited opportunities to use English outside the classroom. This qualitative study examines the use of pedagogical translation from students’ first language (L1), Indonesian, to English in English as a foreign language (EFL) classrooms. Data were collected through classroom observations, semi-structured interviews with two English teachers, and analysis of instructional artifacts involving Grade 7 and Grade 8 students. The findings reveal that pedagogical translation was used selectively as a supplementary instructional strategy rather than as the primary teaching technique. In Grade 7, translation was primarily used for vocabulary scaffolding, affective support, and classroom management, whereas in Grade 8, it was mainly employed to clarify grammatical differences through cross-linguistic comparison and to verify students’ comprehension. Both teachers viewed translation as a legitimate and strategic pedagogical resource while recognizing the need to maintain a balance between L1 support and increasing English language input. The findings suggest that pedagogical translation can function as temporary scaffolding that facilitates comprehension and participation while gradually encouraging greater use of English.