Development of a Translanguaging Academic Guidance Model: Integration of Academic Guidance/Learning to Overcome Student Language Anxiety
DOI:
https://doi.org/10.55927/jeda.v5i2.30Keywords:
Academic Guidance, Language Anxiety, TranslanguagingAbstract
This study developed the Translanguaging Academic Guidance model as a systematic framework to address students' language anxiety in the context of internationalized higher education. Using the Systematic Literature Review method with the PRISMA protocol, this study synthesizes twenty empirical studies from the Scopus and Google Scholar databases for the period 2020-2025 to construct an integrative model that links the principles of translanguaging with academic guidance practices. The findings indicate that language anxiety is a multidimensional phenomenon influenced by psychological factors, learning modalities, and institutional linguistic ideology. The developed model operationalizes translanguaging through five dimensions of intervention: strengthening emotional intelligence, integrated content-language learning, developing meaning-based linguistic competence, creating safe translanguaging spaces, and transforming multilingual ideology. The results of the study show that the translanguaging approach in academic guidance is effective in reducing psychological barriers to language by validating students' linguistic
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