Teacher' translanguaging practices in classroom interactions across regular and accelerated program

Translanguaging has become increasingly popular in English language teaching to facilitate the interaction run smoothly and meaningfully. This study aims to identify translanguaging practices that teacher used in regular and accelerated programs at a school in Indonesia. A qualitative design was applied to explore the use of translanguaging through observation and semi-structured interviews with an English teacher who teaches regular and accelerated programs and four students. The findings indicated that teacher practice translanguaging in all learning stages, including orientation, core activities, and closing. This applies to both programs, but in the regular program, translanguaging is more frequently used, such as when explaining material, asking questions, checking understanding, providing affection, and inviting icebreakers. Unlike accelerated programs, where teachers use less translanguaging to adjust to students' learning readiness, in this program, teacher use translanguaging to emphasize important points in the material that students really need to highlight and understand, and to create a more fluid and enjoyable learning environment.