Abstract
This study explores the effectiveness of translanguaging strategies in teaching English to early childhood students with Autism Spectrum Disorder (ASD) within a private preschool setting in Indonesia. By incorporating students’ native language alongside English, the research reveals that translanguaging significantly enhances comprehension, vocabulary retention, and overall student engagement. The case study, which utilized a combination of interviews and classroom observations, demonstrated notable improvements in oral communication skills and increased participation among ASD students. These findings underscore the potential of translanguaging as a powerful pedagogical tool for promoting inclusive education in multilingual environments. The positive outcomes observed in this study advocate for the broader adoption of translanguaging strategies in similar educational contexts, particularly where language barriers might hinder learning. Moreover, the research highlights the importance of equipping teachers with the necessary training to implement translanguaging effectively, ensuring that diverse learners, especially those with special educational needs, are adequately supported in their language acquisition journey.
