Teachers' translanguaging beliefs and practices: The case of selected schools in the province of Romblon
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ID: 286042
2025
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Abstract
Translanguaging is a recent phenomenon that refers to the simultaneous use of multiple languages when communicating and facilitating comprehension (Canagarajah, 2011 & Garcia, 2009). This study is an exploration of its occurrence in the two elementary schools in the Province of Romblon wherein some teachers use multilingual teaching for their learners’ academic advantage. Following a qualitative and case study design, the pedagogical functions of translanguaging and how it aided teachers in discussing English and Mathematics content in the intermediate grades were determined through classroom ethnography, video recordings, thematic analysis, and stimulated-recall interview. Findings identified several functions of translanguaging which were categorized into different macro and micro themes. Results also established that the espoused beliefs and cognition of the participants correspond to their translanguaging practices which then became their ultimate resource for facilitating effective learning. In conclusion, the prevalence of translanguaging in the classes of the four teacher-participants attested its contingency as a classroom pedagogy amid the existing institutional ‘no-shift’ policy. Apparently, the participants’ personal perceptions as regards the benefits of translanguaging influenced their pedagogical decisions as they made alternative shifts to their teaching practices. Thus, their personal stance about teaching breaks the bounds of monoglossic ideation that control their learners’ autonomy to access their linguistic repertoires at their disposal. The study recommends to basic education practitioners the normalization of translanguaging as a pedagogy by designing a classroom space that allows learners to utilize their language resources whenever possible to enhance learning competencies and motivated attitudes towards language and mathematics education.
Keywords: Assessment-Oriented Translanguaging, Content-Oriented Translanguaging, Classroom-Oriented Translanguaging, Language Learning. Learner-Centered Translanguaging, Mathematics Learning, Limguistically Diverse, Multilingualism, Pedagogy, Teacher’s Teacher’s Cognition
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| Authors | Sy, Donna Bel F. |
| Journal | Malay Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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