The Role of “Translanguaging” in Delivering Instructions for

Elementary Learners

CHAPTER I

INTRODUCTION

Translanguaging, as a pedagogical approach, possesses considerable efficacy in facilitating the

academic progress of all learners, irrespective of their marginalized or disadvantaged backgrounds.

Translanguaging is a pedagogical approach that encourages students to use their full linguistic repertoire,

including their native languages and regional dialects, in the classroom. It is a natural and effective way for

students to learn, and it can help to promote equity and inclusion in schools. According to Garcia et.al.

(García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. New York, NY:

Routledge). Defines translanguaging as "the use of multiple languages by bilinguals and multilinguals in

ways that draw on all of their linguistic resources to make meaning." She argues that translanguaging is a

natural and productive way for bilinguals to communicate, and that it should be seen as a valuable resource

rather than a deficit. Her study has shown that translanguaging can be used to enhance student learning, to

promote social justice, and to build stronger communities. This approach entails the utilization of multiple

languages within the classroom, thereby enabling students to tap into their entire linguistic repertoire,

including their native languages and regional dialects.

In Colin Baker's theory of translanguaging (Baker, C. (2001). Foundations of bilingual education and

bilingualism (3rd Ed.). Clevedon, UK: Multilingual Matters). Is based on the idea that bilinguals and

multilinguals have a single linguistic repertoire, which they draw on flexibly and strategically to make

meaning in different contexts. This repertoire includes all of the languages that a person knows, as well as

their knowledge of language use. Baker argues that translanguaging is a natural and productive way for

bilinguals to communicate. He rejects the traditional view of bilingualism as a dichotomy between two

separate languages, and instead sees it as a continuum in which bilinguals draw on all of their linguistic
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resources to make meaning. Baker also argues that translanguaging can be used to enhance student learning.

He suggests that teachers should create opportunities for students to use their full linguistic repertoire in the

classroom. This can be done by allowing students to use their home languages in addition to the language of

instruction, and by providing them with opportunities to engage in translanguaging activities, such as

translating, interpreting, and comparing and contrasting languages.

In Ivian Cook's theory (Cook, V. (2010). Beyond the limits of the monolingual paradigm. In A.

Creese & K. Block (Eds.), Multilingual education and translanguaging: Researching and implementing new

pedagogies (pp. 1-24). London, UK: Continuum International Publishing Group). Of translanguaging is

based on the idea that multilinguals use their languages in a fluid and integrated way. He argues that

translanguaging is not simply the use of two or more languages in the same context, but rather a complex

process of drawing on all of one's linguistic resources to make meaning. It has also led to the development of

new teaching and learning approaches that support translanguaging in the classroom. Cook's theory of

translanguaging emphasizes the importance of valuing and respecting the linguistic resources of all language

users. It also highlights the potential of translanguaging as a tool for learning, teaching, and creative

expression. Numerous advantages are associated with the adoption of translanguaging pedagogy in

educational settings. Firstly, it has the potential to enhance student achievement. Research has indicated that

students who are taught in their mother tongue or primary language tend to outperform those who receive

instruction in an unfamiliar language. Moreover, translanguaging pedagogy contributes to promoting equity

and inclusion in schools. By embracing the use of home languages and dialects by all students in the

classroom, a sense of value and respect is instilled within them. Nevertheless, the implementation of

translanguaging pedagogy encounters certain challenges.

How can language usage in delivering instructions influence to support the learning of elementary

learner’s performance and outcomes, given the country's multilingual and multicultural context? This

problem is important because the Philippines is a multilingual and multicultural country, with over 180

languages spoken. This diversity of languages can present challenges for delivering instructions to

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elementary learners, as it can be difficult to ensure that all learners are able to understand the instruction

being delivered especially in public school which different learners have their own dialect. Language is

essential for learning. Students need to be able to understand the instructions that is being delivered in order

to learn effectively. If students are not able to understand the instructions, they are at risk of falling behind

academically. Language usage in instruction can have a significant impact on student achievement. Studies

have shown that learners who are taught in their mother tongue or first language tend to outperform students

who are taught in a language that they are not familiar with. Translanguaging pedagogy, which allows

learners to draw on their full linguistic repertoire, has also been shown to be effective in promoting student

learning. Effective language usage in instruction can help to promote equity and inclusion in schools. When

all students are able to understand the instruction that is being delivered, they are all able to participate in

learning and have the opportunity to succeed. By addressing the research problem of language usage in

delivering instructions for elementary learners, we can help to ensure that all students have the opportunity

to learn and succeed. In addition to the above reasons, this research problem is also important because it can

help to inform the development of teacher training programs and educational policies. By understanding the

challenges and opportunities associated with language usage in instruction, we can develop more effective

ways to prepare teachers and support students.

Several studies have demonstrated the effectiveness of translanguaging as an instructional strategy.

Furthermore, additional research is necessary to understand the role of educators in effectively employing

translanguaging methodologies. Numerous studies have emphasized the efficacy of translanguaging in

delivering instructions to learners. However, it is imperative to conduct a study that delves into the impact of

translanguaging on the cultivation of identities among multilingual learners. In addition, it is crucial to

conduct further research to explore the impact of translanguaging on interactions between multilingual

students and their peers and instructors, as well as its influence on language acquisition outcomes.

The legal bases for translanguaging pedagogy in the Philippines:

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  Article XIV, Section 6 of the Constitution of the Republic of the Philippines states that the

national language of the Philippines is Filipino and that it shall be further developed and enriched on

the basis of existing Philippine and other languages. This means that translanguaging pedagogy is not

only consistent with the Constitution, but it is also actively encouraged by the Constitution.

 Section 2 of the Education Act of 1982 states that the Philippine educational system aims to

"provide all Filipinos with access to quality education at all levels." This means that all students,

regardless of their linguistic background, have the right to a quality education. Translanguaging

pedagogy is a powerful tool that can help to ensure that all students have the opportunity to learn and

succeed.

 Section 1 of the Ladderized Philippine Education Act of 1994 states that the Philippine

educational system is "designed to provide all Filipinos with the opportunity to develop their

potentials for productive and useful citizenship." This means that the Philippine educational system

should be designed to support the learning of all students, regardless of their linguistic background.

Translanguaging pedagogy is a way to create a more inclusive and equitable educational system.

 Section 3 of the Enhanced Basic Education Act of 2013 states that the Philippine educational

system is "designed to holistically develop the Filipino youth into well-rounded individuals who are

productive and responsible citizens." This means that the Philippine educational system should

support the development of all students, including their linguistic development. Translanguaging

pedagogy is a way to support the holistic development of all students.

In addition to these legal bases, there are a number of other government policies and initiatives that

support translanguaging pedagogy in the Philippines. The Department of Education (DepEd) has issued a

number of memoranda and orders that encourage schools to use translanguaging pedagogy.

o DepEd Memorandum No. 202 s. 2013, also known as the Policy on Multilingual Education,

states that "DepEd encourages the use of translanguaging pedagogy as a way to support the learning

of all students, regardless of their linguistic background."

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 o DepEd Memorandum No. 340 s. 2013, also known as the Guidelines on the Implementation of

the Policy on Multilingual Education, provides more specific guidance on how to implement

translanguaging pedagogy in the classroom.

o DepEd Memorandum No. 341 s. 2013, also known as the Guidelines on the Development and

Use of Mother Tongue-Based Instructional Materials (MTB-IMS), provides guidance on how to

develop and use MTB-IMS in the classroom.

DepEd has also developed a number of resources to support teachers in implementing translanguaging

pedagogy in their classrooms. These resources include:

 Translanguaging Pedagogy in the Classroom: A Guide for Teachers, which provides teachers with an

overview of translanguaging pedagogy and how to implement it in the classroom.

 Translanguaging Activities for the Classroom, which provides teachers with a collection of

translanguaging activities that they can use in their classrooms.

 Mother Tongue-Based Instructional Materials (MTB-IMS) Library, which is a repository of MTB-

IMS that teachers can download and use in their classrooms.

DepEd is committed to providing teachers with the support they need to implement translanguaging

pedagogy in their classrooms and to ensure that all learners have the opportunity to learn and succeed.

In summary, translanguaging pedagogy is a promising approach to teaching and learning in the Philippines.

It has the potential to improve the educational outcomes of all students, regardless of their linguistic

background.

Research has shown that translanguaging has a number of benefits for learners, including:

 Deeper conceptual understanding: When learners are able to use their native language to process and

understand new information, they are better able to make connections to their prior knowledge. This can lead

to deeper and more meaningful learning.

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 Greater fluency in multiple languages: Translanguaging allows learners to use their native language to

support their learning in the language of instruction. This can help them to develop their skills in both

languages more effectively.

 Stronger critical thinking skills: When learners are able to compare and contrast different languages, they

are able to develop a deeper understanding of the similarities and differences between cultures. This can help

them to become more critical thinkers and more global citizens.

 Increased motivation and engagement: Translanguaging can help learners to feel more connected to their

classroom and to their learning. When learners are able to use their native language, they feel more confident

and empowered. This can lead to increased motivation and engagement in learning.

This study of translanguaging has the potential to have a significant impact on the lives of learners,

teachers, and communities around the world. By studying translanguaging, we can develop ways to create

more equitable and inclusive learning environments where all learners have the opportunity to succeed.

I possess the viewpoint that this investigation possesses the capacity to bring about a notable addition

to our comprehension of translanguaging and its effect on the acquisition of knowledge by students. I am

dedicated to distributing the discoveries of this research in a multitude of manners, so as to enable their

utilization in enhancing educational achievements for all pupils.