Teachers' translanguaging beliefs and practices: The case of selected schools in the province of Romblon

Date of Publication

3-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Applied Linguistics

Subject Categories

Bilingual, Multilingual, and Multicultural Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Thesis Advisor

Ma. Joahna Mante Estacio

Defense Panel Chair

Paolo Niño M. Valdez

Defense Panel Member

Rochelle Irene G. Lucas
Aireen Barrios Arnuco
Alen Mateo S. Munoz
Dina Joanna O. Cristobal

Abstract/Summary

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

Abstract Format

html

Language

English

Format

Electronic

Keywords

Translanguaging (Linguistics); Multilingual education—Philippines

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