Translanguaging Spaces in the Educational Setting: The Case of English Senior High School Teachers

Abstract

Translanguaging is about effective communication, not about language itself. It 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 (EAL Journal, 2016). This study has the benefit to determine the inclusion of translanguaging as a pedagogical tool and its effects on the teaching process in a classroom. The primary objective of this study is to thoroughly examine and analyze the underlying factors that influence teachers’ utilization of translanguaging in class discussions, while also identifying and addressing the potential barriers and obstacles they may encounter in implementing this approach. By delving into the motivations and challenges faced by instructors when employing translanguaging as a pedagogical tool, this research aims to shed light on best practices for its successful integration in classroom discourse. The participants of this research are the English Senior High School teachers who have the expertise of English related subjects in the Senior High department. Qualitative design is utilized in this research as it showed the use of translanguaging in an online class and multilingual classroom. Hence, it is investigated through a review of the teachers’ lesson plan, class observations and validation interview. The validation interview is used to check and prove the accuracy and the reasons of teachers in using translanguaging in class. The research investigates the effective translanguaging practices of the English teachers through categorizing them in language patterns and thought process diagrams. Hence, the findings revealed that translanguaging affects the teaching process in a class and was considered as an assistance in achieving the integration of the subject matter and deeper understanding of the topic that resulted in positive feedback and high scores from formal assessments of the students.