Abstract
Translanguaging has been documented in previous research as a pedagogical resource in language classrooms. However, the monolinguistic culture prevents the leveraging of this resource in language learning. In addition, despite the extensive research on translanguaging, its use as a pedagogical resource is limited, particularly in the Philippine context. This study explores teachers’ perspectives on translanguaging in Senior High School subjects where English is the medium of instruction. Findings from focus group discussions reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, meaning-making, and problem-solving. This study concludes with implications for policymakers and language teachers who believe only English will help language learning.
Recommended Citation
Macawile, Karen Lynn G. and Plata, Sterling M.
(2022)
"Teachers' Perspectives on Translanguaging as a Pedagogical Resource in Senior High School English Classes,"
Journal of English and Applied Linguistics: Vol. 1:
Iss.
2, Article 7.
DOI: https://doi.org/10.59588/2961-3094.1022
Available at:
https://animorepository.dlsu.edu.ph/jeal/vol1/iss2/7
Included in
Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, Secondary Education Commons
