Republic of the Philippines

Leyte Normal University

Tacloban City

TRANSLANGUAGING IN EDUCATION: THE ATTITUDE OF

TEACHERS TOWARDS ITS USAGE IN THE CLASSROOM

In Partial Fulfillment of the Requirements

in EL 108 Language Program and Policies in Multilingual Socities

Quailex Kwia Ballais

Krisnelle Ann B. Corrales

Kerby Togonon

SE2-3

Dr. Ma. Rocini Tenasas

Instructor

November 4, 2019
 CHAPTER I

INTRODUCTION

This chapter gives an overview of one of the significant topics under the field of

linguistics—Translanguaging. It focuses first on the definitions and history of

Translanguaging. Since translanguaging has many facets, understanding first the basic

information of the topic is of great importance. The preceding part pays particular

attention to the most significant aspects and the focus of the research study— the usage

of translanguaging in the classroom. This paper sets imperative and essential information

by examining attitudes and/or uses of translanguaging in an English as a second language

context.

Background of the Study

Traditionally, language teaching has been grounded on a monolingual bias and the

strict separation of languages has been conceived as a requirement to ensure foreign

language learning success. However, the flexible use of one’s linguistic repertoire, known

as translanguaging, has also proven beneficial in EFL settings (Jones and Lewis 2014 as

cited in Portolés and Marti 2017).

Translanguaging is based on François Grosjean’s idea that bilinguals are not two

monolinguals in one. Their performances in one or another language cannot be compared

to that of monolinguals, since they would then be expected to draw only from less than

half of their entire repertoire (Ofelia, 2016).

Translanguaging enhances students’ bilingual or multilingual ability and is now

widely used across the world, allowing students to use all languages in different domains

within the classroom. According to Guiterrez et. al. (2001) as cited in Garcia (2009)
“translanguaging is the act performed by bilinguals of accessing different linguistic

features or various modes of what are described as autonomous languages, in order to

maximize communicative potential.” Advances in our understanding of multilingual

communication have solidified academic interest around the term translanguaging

(Creese and Blackledge 2010; Garcia 2009; Canagarajah 2015). Nambisan (2014) also

states that translanguaging is a practice in which educators allow the mixing of languages

in bilingual educational settings. The term translanguaging was coined in Welsh as

trawsieithu by Williams (2002). Literature in the fields of education and linguistics does

not have a universal term to refer to the practice defined in this section, so it is difficult to

properly evaluate all of the viewpoints, as the practices may change slightly as the

terminology varies, and it can be challenging to distinguish which practice fits each term.

However, since “a monolingual approach in the classroom does not take into account the

complexity and dynamism of several language systems in multilingual practices a new

pedagogical approaches, such as translanguaging, have been proposed” (Portolés and Marti,

2017).

Monolingual Viewpoint of Multilingualism

Portolés and Marti (2017) further stated that the number of bilingual and multilingual

educational programs is on the rise. The last four decades have witnessed several global

events that have accelerated the process of globalization. These events have boosted both

the spread of English as a lingua franca and the revitalization of minority and heritage

languages. The change of approach that moves from a monolingual viewpoint to

multilingualism has contributed enormously to developing the field of multilingual

research. However, language programs around the globe are still grounded on a

monolingual bias and insist on reinforcing traditional monolingual behavior in the

language classroom. In the case of EFL instructional settings, the use of the students’ first

languages (henceforth, L1s) has been persistently avoided, even though in some instances

it has proven beneficial. Current research has shown that the flexible use of two or more

languages in the same lesson can serve a number of communicative purposes. This is

what is known as translanguaging.

Attitude of Teachers

Cook (2001) stated as cited in Nambisan (2014) that there have been studies that

show that it is important and valuable for students to be able to use their native language

in order to make connections between their dominant language and the one they are

learning, and to build on the linguistic knowledge that they have available to them in

order to become proficient communicators in English.

Since, many linguists, anthropologists, and other observers have noted that

Filipinos are not only bilingual but multilingual. This simply means that both linguistic

phenomena, bilingualism and multilingualism, are not an uncommon Filipino experience

and admittedly, have been a source of enrichment to each language and life in general. As

polyglots, most Filipinos can shift from one language to another depending on the place,

occasion, and the person addressed (Ang, 1978). With all of these taken into

consideration, translanguaging has been an aid for students in acquiring proficiency in academic

fields.

However, there is a lack of research regarding how teachers feel towards this

practice in post-colonized countries like the Philippines. The researchers intend to

provide view of the attitudes of participating teachers towards the usage of

translanguaging and to offer a description of their current practices in their classrooms.

Rationale

This research study aims to examine the existing attitudes and practices of

Translanguaging by teachers in Tacloban. This prompted the researchers to pursue a

study that involved the student of a survey in a local ESL context like Tacloban.

It is important to delve into this topic to see whether context changes how

teachers value and practice the use of translanguaging via native language in the

classroom.

The qualitative data will be used to help explain and oprovide a more holistic

view of the attitudes of participating teachers towards Translanguaging. This will offer a

description of the teachers current practices and techniques used.

Research Questions

This study is conducted to examine the teachers’ existing attitudes and practices

of translanguaging in the classroom.

Specifically, this study tries to answer the following questions:

1. Does the teacher practice translanguaging in class? Why does the teacher

make use or avoid the use of translanguaging in the classroom?

2. How do teachers place importance on various use of translanguaging in the

classroom?

3. How frequent do teachers use or practice translanguaging in their classrooms?

What purpose does translanguaging serve in the class?

Significance of the Study

This study aims to contribute foundation of knowledge about translanguaging in one

specific ESL context and examine whether there is an interest among teachers in these practices.

Therefore, this study would be beneficial to the following:

To the Society. This study would be beneficial to the society in a way that it would help

in improving the quality of education.

To the school. This study would be beneficial to the school in a way that it will be able to

produce students who could understand deeply and communicate freely in every

academic disciplines.

To the teachers. This study would help the teachers use different strategies in a more

improved and effective way in teaching.

To future researchers. This research will serve as a guide for the future researchers on

their further investigation of the effectiveness and practices of Translanguaging in the

classroom.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This section deals with the review of related literature and previous research

studies which helped to provide a firm background for the investigation.

Related Literature

Many recent studies have focused on the shift from a monolingual approach to

bilingual/multilingual approach wherein it caters for the varieties of language across the

globe. One language policy that caters towards multi-identities is applying

translanguaging in classroom setting. Translanguaging is a pedagogical practice focused

on the bilingual and/or multilingual structure of educational pedagogy, especially among

multicultural societies with wide varieties of L1 or mother tongue and can speak two

languages or more. These people with multi-identities are defined as

bilinguals/multilinguals and according to Garcia (2009), a bilingual is a person who

employ two languages with diverse and unequal experiences within each language.

Another profound definition stated by Rodriguez, Carrasquillo, and Lee (2014) is “the

ability of an individual to use two languages in a variety of situations and conditions” (p.

4).

As the dawn of multilingual approach to teaching emerges, there are various

techniques wherein teachers integrate the use of a learner’s L1 in classroom setting

whereas other teachers would place the importance of sticking with the standard or a

monolingual approach to teaching. However, having to force a standard to follow in

classroom setting leads to learners’ loss of motivation, lowered proficiency, and

emotional challenges, among many other obstacles. One example that illustrates the

negative aspects of the English--‐only rules is the study conducted by Adamson and

Adamson – Fujimoto (2012). Which is why there is an integration of translanguaging

wherein learners are allowed to learn concepts in their native language or L1 and then

learn to write, speak, or read those concepts in another language which is the target

language. However, translanguaging is not to be mixed up with code-switching or code

meshing but these two terms are a part of translanguaging (Canagarajah, 2011). This

teaching strategy moves learning towards bridging the gap between two languages. These

languages are not meant to be learned in separate manners but learned side-by-side as it

allows transfer of knowledge from one language to another.

However, translanguaging carries out some limitations towards its study among

linguistic researchers. Towards its performative practices, scholars have focused on the

production of difference when it comes to translanguaging. For example, instances of

youth adopting the codes of out-group members is represented without considering how

out-group members respond to these features or display uptake (Rampton 2008). Another

study by Pennycook (2010) also presents the ways in which his subjects mix codes in

hip-hop to demonstrate new subjectivities and performances. Translanguaging, in a way,

can also lead to misconceptions among learners when not given proper guidance on the

given learning areas they are presented with.

As a widespread global trend in pedagogical practices, translanguaging is moving

towards a bilingual/multilingual approach towards learning. Garcia (2009) and

Canagarajah (2011) argues language teaching programs must now begin to move away

from using an L1 and L2 dichotomy framework, which conceptualizes languages in the

L2 classrooms to a more flexible and critical conceptualization of

bilingualism/multilingualism. With that, translanguaging is used by most teachers in

teaching to the learners and allowing its application to reach students’ competency and

ability to place their knowledge between the use of two languages. Teachers are

presented with this language practice as how they go along with it and their attitudes

towards the application of it to the classroom.

Related Studies

Translanguaging in classroom environment happens unconsciously. Acts of

translanguaging are not elicited by teachers through conscious pedagogical strategies.

They are produced unbidden. In fact, in many of these cases, translanguaging occurs

surreptitiously behind the backs of the teachers in classes which proscribe language

mixing (Lin and Martin, 2005; Heller and Martin-Jones, 2001).

A study conducted by Nambisa, K. A. (2014) on teachers attitudes towards

translanguaging shows that it is important in their classroom pedagogy with the

following: importance of translanguaging for student-oriented purposes wherein the

teacher praises to the students, build bonds with the students, give feed back to the

students, and help low proficiency students; importance of translanguaging for content-

oriented purposes which teachers uses translanguaging to explain concepts, describe

vocabulary, and quickly clarify during activities and; importance of translanguaging for

classroom-oriented purposes which is used to give instructions and for classroom

management. Despite the attitude and importance the teachers placed on translanguaging,
from the given study, it later finds out that the teachers barely make use of the techniques

provided by the survey; some have misconceptions of translanguaging.

Translanguaging, according to teachers perceived benefits that teachers

communicated included allowing students to access content or class material that they

know in their native language through using their native language to discuss content and

activities (Ahmad, 2009; Gregio & Gil, 2007; McMillan & Rivers, 2011; Qian, Tian, &

Wang, 2009; Reyes, 2012). With this, it allows students to transition from their L1 to L2

to keep up with other learning areas despite the language used in learning by the students.

Another study conducted by Reyes, R. (2018) identifies how MTB-MLE grade 3

teachers in Mindanao place importance and usage of translanguaging in their teaching

approach to the learners. The findings showed that teachers make use of this technique

before having the lesson proper. The teacher makes use of translanguaging as to fit into

the students vocabulary of a given word in order to gauge through the learning process.

English is primarily the language utilized by the teacher, however, when the students are

unable to understand a concept, the teacher makes use of the students mother tongue

(considering the students speak in Tausug, Bisaya, Chabacano, & Tagalog) for them to

understand and continue with the discussion. With this use of translanguaging, it allows

the teacher and their students to freely express themselves and be able to elicit the use of

their mother tongue and target langauge simultaneously.

Thus, translanguaging is a teaching approach that is beneficial and sometimes

miscontrued by and for teachers. This allows teachers to utilize two languages of the

learners that lets them freely express themselves. Teachers may not use this classroom

practice at all times, still, there is value given to translanguaging in teaching and with the
benefits it provides. However, there are still some points wherein teachers are confused

as to the use and practice of translanguaging. It is not merely translation or code

switching. Williams (1996) elucidates that translanguaging requires a deeper

understanding than just translating as it moves from finding parallel words to processing

and relaying meaning and understanding. Translanguaging, therefore, is placed with

utmost importance by teachers as it allows flow of communication, knowledge, and

language competence from one language (L1) to a another language (Target

Language/TL).

Theoretical Framework

The following theories and principles provide a clear foundation for the

researcher to understand the study.

There has been a variety of language practices that instill the use of English as

target language in the classroom environment. Teachers apply this language practices in

order for students to gauge their knowledge and competency of the language. With the

new trend on bilingual/multilingual classroom setting, the translingualism approach was

used to cater students efficiency in the English language by making use of two languages

– English and Mother Tongue.

As multilingual societies emerge in the world, multilingual languages emerge as

well. In order to learn and be competent in a language, there is an emergence of

local/native language practices among multilingual societies for communicative

purposes. Researchers set out advances on multilingual communication through

translanguaging (Canagarajah, 2011; Creese & Blackledge, 2010; Garcia, 2009). With
that, Canagarajah (2011) explained competence doesn’t consist of separate competencies

for each language, but a multicompetence that functions symbiotically for the different

languages in one’s repertoire; and, for these reasons, proficiency for multilinguals is

focused on repertoire building – i.e., developing abilities in the different functions served

by different languages – rather than total mastery of each and every language. This is the

purpose of translanguaging – from one language use to another. This language practice

allows teachers to explore students native language as it transitions towards the target

language. While there are theoretical exaggerations of the sort reviewed above, there are

also some limitations in the research carried out on translanguaging practices as how

teachers make use and regard the language practice.

Reyes (2018) concludes “the use of it serves as a ‘bridge’ to their learners’

learning of English, which instantiates the use of translanguaging as a mediating tool

between the teacher and the learners, between and among the learners, between the

teacher and her tasks, and the learners and their tasks. Subsequently, as the teachers

facilitated learners’ use of translanguaging in the classrooms, they, too, demonstrated

their role as mediators in English classrooms. The study then furthers that language

learning is not only a cognitive process but also a social process. This said, it suggests

that the use of translanguaging in English classrooms, particularly in multilingual

settings, should be encouraged because it helps in mediating the communicative functions

that learners need to fulfill to succeed in their various tasks.”

Translanguaging is dependent upon the milieue it is presented from. The use of

this practice allows the transfer of L1 knowledge to L2 or Target Language. With that,
teachers make use of this practice for them to cater the students competency in the

language and their understanding through the practice of two languages.

Conceptual Framework

Teacher Factor

Student Factor
Teacher’s Attitudes
Mother Tongue

Classroom Practices

Learning Experiences

Figure 1. Paradigm of the dependent and independent variables of Translanguaging in

Education: The Attitude of Teachers towards Its Usage in the Classroom

The paradigm from figure 1 elicits the factors that will be taken under study of the

researchers. The study focuses on the teacher’s attitudes towards the given variables on

the left which are the teacher factor, student factor, mother tongue, classroom practices,

and learning experiences.

 CHAPTER III

METHODOLOGY

This chapter presents the methods and procedures which was employed in this study.

Research Design

The researchers utilized a qualitative design. This means that the study focuses on what

teachers feel and/or think on the use of translanguaging in classroom. The qualitative

research design used in this paper is a case study. A case study gives importance on the

factors behind the occurrence of events and usually enters on processes and experiences.

Research Locale

The research locale for the study is conducted in Leyte National High School and

Marasbaras Central School. The researchers chose these two schools as for they are both

public schools and it is of utmost important to gather data both from an elementary level

perspective and from a high school level perspective. The two research locale will

provide the necessary data for this research

Research Participants

The researchers identified ten (10) respondents for this research. Five (5) teachers from

the elementary level and five (5) teachers in the high school level. The following

participants vary in the subject areas they teach, the medium of instruction they utilize in

class, and how they practice translanguaging in class. The chosen ten (10) participants
will be representative of the whole population. Thus, this brings validity and reliability on

the research results.

Sampling Technique

The research respondents were purposively selected because the researchers have

personal relationship and/or contact with them even before the research was planned.

Five (5) out of ten (10) respondents are teaching in Marasbaras Central School and the

other five (5) are in Leyte National High School. Therefore, the answers of the

respondents are varied because of the differences in the level of learners they teach and

the fields of knowledge they impart.

Data Gathering Procedure

The tool applied in this study is a survey questionnaire comprised of three parts. Part I

elicits the respondents profile; Part II are five (5) open-ended questions for the

respondents to answer; and Part III is a Likert-scale table comprising of statements on the

usage of translanguaging in the classroom. The researchers asked permission from the

school head/officials of Marasbaras Central School and Leyte National High School to

involve a sample of its faculty members with the study and then a schedule was set for

their individual answering of the survey. They were made to answer the same survey.

Ethical Considerations

Upon the culmination of the interview sessions, the researchers gave each of the

respondent a consent form to which they agreed to sign for confidentiality and ethical

purposes. Moreover, the interviewees requested to keep their names confidential, hence
the respondents agreed to provide substitution – Respondent A, Respondent B,

Respondent C, Respondent D, Respondent E, Respondent F, Respondent G, Respondent

H, Respondent I, and Respondent J.

Methods of Data Analysis

The data were collected and had been organized and were subjected to statistical

treatments to answer the specific questions on the survey. To have a better understanding

on the statistical treatment used, the following discussions on the methods of data scoring

and analysis are hereby presented.

To facilitate analysis of the data gathered the following method of tabulating the

responses of the participants in Part II of the survey was done by identifying its frequency

and percentage. Part III of the survey was identified according to its frequency/responses

and percentage from the given descriptive values: Always, Often, Seldom, Never.

Statistical Treatment

The following statistical tools were employed to answer the specific problems.

For all the questions in Part I and for all the statements in Part II the frequency

counts were computed using the following percentage formula:

P= F/N x 100

Where:

P = Percentage

F = Frequency/Number of Responses

N = Total
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the study with the findings presented in corresponding

figures and tables. It also presents the implications drawn from the results.

Primary Language of Instruction

In Table 1, it shows the primary language the teachers use as medium of

instruction in class. A fifty (50) percentage of utilizes the Mother Tongue or Waray-

Waray as medium of instruction. Most of the respondents that uses Mother Tongue are

elementary grade school teachers which requires them to teach the students in the

language. A twenty (20) percent uses Filipino in their teaching instruction for subjects in

Hekasi, Filipino, and other subjects; and a seventy (70) percent uses English as the

primary language for teaching in subject areas such as English, Science, and Reading. A

great number of teachers however teaches more than one language and would therefore

need to utilize all three languages, especially the elementary teachers.

The overall results implies that there are a number of subject areas that utilize

English as medium of instruction. Mother Tongue as a primary language of instruction is

implemented in the first primary grades 1 to 3 of the learners. Language instruction is

dependent on the subject area the teacher has to teach.

Medium of Instruction Frequency Percentage

Mother Tongue (Waray-Waray) 5 50
Filipino 2 20
English 7 70
Table 1. What is the primary language of instruction do you utilize in class?
Beneficial Use of the Native Language in an English Classroom

As shown in Table 2, a ten (10) percent see the use of the native language as one

that “it worsen the situation. Pupils make it hard to learn the English by using the L1.”

Forty (40) percent see it as not beneficial “because students become dependent on their

L1 and will not try to maximize to learn the English language.” However, fifty (50)

percent found it beneficial “to teach the lessons for students to be able to understand and

comprehend."

The overall results on the beneficial use of the native language in an English

classroom shows an even decision with it having no benefits and having benefits.

However, with the results gathered, it implies that when learners are overtly exposed to

their native language, the learners will tend to not learn the English language at all but

using the native language allows students to understand and comprehend the lessons

because it is within students context and for what is seen relatable for the students.

Responses Frequency Percentage

No, it worsen the situation. Pupils make it hard to learn
1 10
English by using the L1.
No, because students become dependent on their L1 and will
4 40
not try to maximize to learn the English language.
Yes, to teach the lessons for students to be able to understand
5 50
and comprehend.
Table 2. Do you believe that the use of the native language is beneficial in an English

classroom? Why?
Teaching Practice of Translanguaging in the Classroom

As shown in Table 3, the responses present that teachers practice translanguaging

in class. A seventy (70) percent of the respondents practice translanguaging when

discussing in their English class in its medium of instruction. After discussing it in

English, they do a direct translation method from English to the students mother tongue

or in Filipino. Whereas, thirty (30) percent practice translanguaging by bridging concepts

in English that students do not understand to the students L1 or mother tongue.

From the results presented, it is implied that some teachers may not like to utilize

the use of students’ L1 but it allows them to teach the students that will make students

understand and comprehend concepts and discussions in English. This would mean that

teachers place students being able to understand and comprehend concepts by translation.

Responses Frequency Percentage

Yes, by bridging concepts from English to the pupils’ L1. 3 30
Yes, through reading and discussing the topic in English.
Afterwards, translating it into their mother tongue or in 7 70
Filipino.
Table 3. Do you practice Translanguaging in class? How do you utilize the teaching

practice in the classroom?

Importance on Various Use of Translanguaging

In Table 4, sixty (60) percent of the respondents identified translanguaging as

important in decoding words or concepts using the language they are comfortable with.

Thirty (30) percent found it important in giving emphasis to the lesson and ten (10)

percent saw its utmost consideration for effective learning to take place for the learners.
 Based on the responses gathered, the teachers agree that translanguaging plays an

important role in the classroom. It implies that learning becomes effective when teachers

expose their students to their mother tongue in order to understand concepts and lessons

being discussed.

Responses Frequency Percentage

Important to decode words or concepts using the language
6 60
they are comfortable with.

Utmost consideration for effective learning to happen. 1 10

Important in giving emphasis to the lesson. 3 30

Table 4. How do you place importance on various use of translanguaging in the

classroom?

Acceptance and Avoidance of Translanguaging in Teaching Pedagogy

As shown on Table 5, thirty (30) percent responded that there is no reason to

avoid translanguaging because of its acceptability of the Mother Tongue Instruction in

elementary grade. Twenty (20) percent found it necessary to avoid the practice of

translanguaging as it would help and force students to learn and speak in the English

language that will develop their fluency in English communication. However, even if

there is a strict use of English for students it is also acceptable to bridge some difficult

words into their native language. And ten (10) percent that the acceptance and avoidance

of translanguaging in an English classroom depends on the kind of learners the teacher

has if it is necessary to practice or not practice translanguaging in classroom.

From the results, it implies that learning English does not require any integration

or practice of translanguaging. English can be learned by students if teachers places strict

rules for students to use the language. Translanguaging is acceptable in the first three

primary grade levels but will not persist as students advance to the next grade level so as

to become fluent and communicative in English.

Responses Frequency Percentage

Yes, English classes should strictly use English for students
to get used to it but some difficult word that do not suit their 2 20
level should be bridge to their native language.
Avoiding translanguaging is beneficial as students will be
forced to learn the language since no translation will be given 2 20
by the teacher.
It will depend on the kind of learners we have. 1 10
Yes for the fluency of English language communication with
2 20
the learners vis-a-vis learner-teacher communication.
There is no reason to avoid translanguaging because it is
already acceptable with the Mother Tongue Instruction in 3 30
elementary.
Table 5. Should there be reason for teachers to avoid translanguaging in the

classroom? How about the purposes for which you found it acceptable?

Usage of Translanguaging (Native Language) in the Classroom

As shown on Table 6, the following statements provided are how frequently is

translanguaging used by teachers and their students in classroom. In the first statement,

translanguaging occurs often when students do not understand concepts in English or

Filipino with a frequency of 5 which is equivalent to 50 percent. The second statement,

translanguaging occurs always when students explains confusing concepts to their peers

with a frequency of 5 (50 percent). A frequency of 5 (50 percent) shows that

translanguaging is used when there are brainstorming-required activities for the students.
Six (60 percent) of the respondents answers that translanguaging happens when students

respond to the teacher’s question. When it comes to giving feedback to students, teachers

often make use of translanguaging with a frequency of 6 (60) under the OFTEN scale.

However, there is an equivalent use for translanguaging in giving instructions and/or

directions under the scale of ALWAYS and OFTEN with both garnering a frequency of 5

(50 percent).

The overall result is that translanguaging happens always in the classroom based

on the following use or practices. This implies that translanguaging in the classroom

happens in response to the students needs in learning the concepts in class.

Translanguaging allows the teachers to communicate with their students in order for them

to understand each other. This practices usually occurs when students cannot understand

concepts or directions given in class which is why the immediate response of the teachers

is to bridge the pieces of information in the students L1.

Translanguaging happens in the ALWAYS OFTEN SELDOM NEVER

classroom when... FREQUENCY
1. Students do not understand some
4 5 1 0
concepts in English/Filipino.
2. Students explain confusing concepts
5 3 2 0
with peers.
3. There are brainstorming-required
5 4 1 0
activities.
4. Students respond to the teacher’s
6 4 0 0
question.
5. Giving feedback to students. 4 6 0 0
6. Giving instructions and /or directions. 5 5 0 0
Table 6. Usage of Translanguaging (Native Language) in the Classroom
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the study, the conclusions drawn on the basis of the

findings of the study and the corresponding recommendations.

Summary

This study is conducted to examine the teachers’ existing attitudes and practices

of translanguaging in the classroom.

Specifically, this study tries to answer the following questions:

1. Does the teacher practice translanguaging in class? Why does the teacher

make use or avoid the use of translanguaging in the classroom?

2. How do teachers place importance on various use of translanguaging in the

classroom?

3. How frequent do teachers use or practice translanguaging in their classrooms?

What purpose does translanguaging serve in the class?

A qualitative research design was used in gathering the data utilizing the case

study design by the researchers. An adapted and modified data was used as a main data

gathering tool. Appropriate statistical techniques were used to analyze the data.

There were ten (10) identified teachers chosen as respondents in this study from

elementary public school teachers and high school public school teachers of Tacloban

City. The data gathered were analyzed using frequency and percentages.
Summary of Findings

Based on the analysis of the data the findings follow:

1. Does the teacher practice translanguaging in class? Why does the teacher make

use or avoid the use of translanguaging in the classroom?

According to the teachers, most of their medium of instruction is in

English. Teachers who utilizes Mother Tongue or Waray-Waray are elementary

teachers handling grades 1 to 3. However, in their English classes translanguaging

is being practiced through bridging concepts from English to the students’ L1 and

by translating parts of the discussion in the students L1.

A number of teachers believe that translanguaging should be avoided in

classroom, especially among elementary teachers. There is a worsening of the

students English profieciency when the L1 is present. Avoiding translanguaging

allows them English proficiency and fluency in communication among learner to

learner and teacher to learner. However, there is already an acceptability of

translanguaging in elementary education which is the Mother Tongue Instruction

implemented in the year 2012 which is called the Mother Tongue Based

Multilingual Education (MTB-MLE). This instruction validates the use of

students’ L1 in the classroom that will gauge understanding and comprehension

of lesson and/or concepts that may be beyond students’ comprehension level.

2. How do teachers place importance on various use of translanguaging in the

classroom?

Using the students’ native language in an English classroom is both beneficial

and is not beneficial. The native language in the classroom is beneficial as it allows

the teachers to teach the lessons and/or concepts to students wherein students will be

able to understand and comprehend. However, the native language cannot be

benefitted in the class as it hinders students from learning the English language and

practicing the use of the language. The teachers see that the learners become

dependent on their L1 which will make it difficult for students to learn the target

language. Avoiding translanguaging in classroom would mean for students to

maximize the use and practice of the English language in their classes.

Even with the use of the native language in the classroom, it is deemed

important for teachers in terms of decoding word or concepts in English by using a

language the students are most comfortable with. Translanguaging is important in

giving emphasis on the lessons and for effective learning to take place in their

teaching pedagogy.

3. How frequent do teachers use or practice translanguaging in their classrooms?

What purpose does translanguaging serve in the class?

Teachers have a degree from often to always practicing translanguaging in the

classroom. The purpose of translanguaging in the classroom is often for teachers to

explain to students who do not understand some concepts in English/Filipino; it

always occurs when students explain confusing concepts with peers; it is always
 utilized when there are brainstorming-required activities; teachers always takes notice

of translanguaging when students respond to the teacher’s question; teachers often

give feedback to students using translanguaging; and translanguaging often to always

happens when teachers give out instructions and/or directions.

Overall, teachers observed that translanguaging in classroom always happens

which allows an understanding and comprehension of lessons or concepts. This

usually happens through presenting a concept in English and translates it to the

students’ L1.

Conclusions

On the basis of the findings and results of this study, the following conclusions

were drawn.

1. The medium of instruction utilized in class is dependent on the subject areas the

teacher has to teach. Mother Tongue is a subject separated itself.

2. Some high school teachers believe that translanguaging is acceptable in

elementary grade levels.

3. Translanguaging is mostly interpreted by teachers as translating from English to

L1 and code-switching.

4. Teachers see the use of L1 hinders their learners in becoming proficient in the

English language. Teachers believe that fluency in the language requires

reinforcement and repetition without the interference of L1 for effective learning

to happen.
 5. Teachers see English proficiency with high prestige which lets them see the

interference of the L1 as something to avoid by the students.

6. Translanguaging impedes learning English among elementary students because of

their dependence to their L1.

7. The practice of translanguaging depends on the kind of students the teacher has; if

translanguaging is necessary or not.

8. Students understand better when translanguaging is practiced in the classroom.

9. Translanguaging happens and is done unconsciously teachers and students

because of its comfortability as their native language despite being seen as

unimportant by teachers. However, it is always practiced in their classrooms and

shows significant connections between students and teachers.

10. Translanguaging is a continued practice in school for all school levels.

Recommendations

1. Translanguaging can still be practiced in English classes only for concepts

students are having difficulty to understand.

2. Teachers should not see translanguaging as an unhelpful classroom practice

pedagogy.

3. Teachers should encourage their students to speak in English during English

classes but should not be limited to English if the students would require to use

their L1 to explain concepts they cannot present in the target language.

4. Varied classroom practices can be applied in translanguaging such as code-

switching and translating.

 5. The concepts should not be covered too much in order to leave room for students

to learn and students will have opportunities for developing diverse English skills

of learning according to their interests, needs, and abilities.

6. A further study might be conducted to investigate the attitudes of the students

towards translanguaging.

\
Bibliography