Investigating Translanguaging Practices in Multilingual ESL Contexts: A Foundation for Developing a Language Program

Education

Translanguaging is the dynamic use of multiple languages by multilingual speakers that enables them to utilize their linguistic repertoire to communicate and learn more effectively. This study examined the use of translanguaging as a learning tool among Bachelor of Secondary Education – English (BSED-English) students in ESL classrooms at North Eastern Mindanao State University–Bislig Campus, Philippines. Specifically, it investigated the types, frequency, and functions of translanguaging, as well as the sociocultural factors influencing its use. Employing a descriptive qualitative research design, data was gathered through class audio recordings, online surveys, and focus group discussions. Findings revealed that first-year students produced the highest number of translanguaging utterances, likely due to their ongoing academic adjustment. Intra-sentential switching was the most frequently used type across all year levels, reflecting the fluid language practices among the students. They also blended English with local languages, particularly Cebuano (Bisaya), Kamayo, and Surigaonon. Translanguaging was prevalent in both informal interactions and formal academic discussions, functions aligning with Jakobson’s metalingual and phatic functions of language. While students valued the benefits translanguaging offered, they also acknowledged the relevance of the English-Only Policy in their academic training. The study concludes that translanguaging plays a significant role in students’ academic and social engagement. These findings also suggest a need to embrace translanguaging as a strategic pedagogical practice in ESL education.

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