Reframing English Language Education Policy Through Translanguaging: A Conceptual Framework for Multilingual Indonesia

Abstract

This study aims to highlight the importance of an adaptable English language teaching and learning curriculum as a strategic approach to strengthening English language education policy in Indonesia. Specifically, it seeks to improve students’ English proficiency while preserving local languages and cultural values. This conceptual study employs a descriptive qualitative narrative review to synthesize evidence on translanguaging and English language education policy in Indonesia. The findings indicate that a translanguaging-based English language curriculum should be contextsensitive by accommodating linguistic diversity while maintaining national learning standards. Its implementation requires adaptability in instruction, assessment, and policy to respond effectively to the linguistic dynamics of diverse educational contexts. The study's novelty lies in reconceptualizing translanguaging from a classroom pedagogical approach into a conceptual foundation for English language education policy that reflects Indonesia's multilingual reality. The study concludes that integrating translanguaging into the national curriculum, teacher professional development, and multilingual instructional materials is essential for strengthening the policy in Indonesia. It recommends establishing supportive policy mechanisms, developing an adaptable curriculum, strengthening teacher professional development, and providing flexible learning resources aligned with local contexts.