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Australian Journal of Teacher Education

Australian Journal of Teacher Education

Keywords

Grammatical Negotiation; Multilingual Setting; Reciprocal; Translanguaging Practices

Abstract

This study examines how reciprocal translanguaging operates in small-group peer interaction to support the co-construction of English grammatical understanding among Indonesian EFL learners. Conceptualized as a structured interactional process in which participants draw on their full linguistic repertoires to build grammatical meaning across turns, reciprocal translanguaging is analyzed through five excerpts of naturally occurring peer discussion focusing on observable moves of questioning, repair, metalinguistic elaboration, and confirmation among three fifth-semester university students at Universitas Riau Kepulauan, Indonesia. Drawing on qualitative interactional discourse analysis of recorded online peer discussions, the study examines how participants flexibly deploy Indonesian and English resources to negotiate meaning and refine grammatical interpretations collaboratively. Findings show that translanguaging functions not merely as a compensatory strategy but as a cognitive and discursive resource that enables learners to articulate partial understandings, resolve uncertainty, and arrive at shared grammatical interpretations through reciprocal dialogue. The study acknowledges the context-specific and small-scale nature of the findings and does not aim to make broad pedagogical generalizations. This study contributes to translanguaging research by providing a fine-grained account of how grammatical knowledge emerges through reciprocal peer interaction, highlighting the analytical value of examining micro-level discourse processes in multilingual EFL learning contexts.

Was this research funded?

Yes, research was funded

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Submission Location

 
COinS
 

Link to publisher version (DOI)

10.14221/1835-517X.7700