Bridging Languages: Analysing Translanguaging as a Pedagogical Strategy for Beginner-Level Learners

This study investigates how translanguaging is implemented in the context of early-stage Arabic learning at the Arabic Language Development Program of UIN Malang by analysing translanguaging practices. Employing a qualitative descriptive methodology, data were collected through interviews, classroom observations, and document analysis involving Arabic lecturers and first-year students. The study follows Miles and Huberman’s framework, focusing on five key language skills: Maharah al-Istima’ (Listening skills), Maharah al-Kalam (Speaking skills), Maharah al-Qira’ah (Reading skills), Maharah al-Kitabah (Writing skills), and Tarakib (grammar). Each skill exhibits distinct translanguaging patterns regarding entry stage, developmental process, and final output. The primary forms of translanguaging identified are translation and code-mixing. The findings suggest that translanguaging facilitates comprehension of complex Arabic materials, reducing students’ cognitive load, and promoting learner engagement. Ultimately, this approach supports more effective and meaningful Arabic language acquisition, particularly at the foundational level, where linguistic scaffolding is essential for comprehension and skill development.