DESIGNING TRANSLANGUAGING-ORIENTED ONLINE DISCUSSIONS TO FOSTER INNOVATION THINKING IN VOCATIONAL ESP EDUCATION

Abstract

Vocational education requires students not only to possess English language skills but also to ways relevant to their disciplinary field of study, in this case, agribusiness. In this study, translanguaging serves as a pedagogical resource, enabling students to leverage their existing linguistic resources during complex learning. Using a qualitative case study approach, this research analyzed 61 discussion comments and peer interactions collected by a classroom teacher during asynchronous discussions on the topic "Future Innovation for Sustainable Food Security." Using thematic analysis, this study identifies four focal points indicating that authentic, future-oriented tasks encourage students to generate a variety of interactive solutions. Furthermore, peer interactions support the expansion and refinement of arguments through feedback and evaluations from peers. Students used multimedia resources to convey technical terms and explain concepts in their field of expertise, and to construct meaning by combining them with the language they deemed most appropriate for expressing those ideas. Translanguaging-oriented discussions facilitated a space for student participation and the refinement of ideas. The findings of this study highlight the importance of integrating authentic tasks, peer interactions, and flexible language-use practices into vocational ESP pedagogy.