Translanguaging Strategies: Guide of Multilingual Students in Developing L2 Essays

Language

This study aimed to determine the translanguaging strategies in producing written text in L2. It utilized a descriptive-qualitative-exploratory research design. It involved ten participants from grade 10 who consistently belonged and considered as academic achievers from grade 9 up to third quarter of school year 2024 - 2025. The main instrument of the study were the think-aloud protocol and the essays. They did think-aloud protocol while making an essay in L2 to determine the translanguaging strategies. A focus group discussion was done to validate the challenges encountered by the students. The study’s results indicated that students utilized different translanguaging strategies in producing written text in L2 such as multilingual brainstorming, word-to-word translation, self-correct strategy, collaborative translation, what’s next strategy, meta-cognitive and metalanguage strategies and “what’s next” approach. The findings of this research identified the challenges encountered by the students in producing written text, these include limited grammatical knowledge, lack of vocabulary enrichment, poor in paragraph development and organization of ideas. The findings recommend that the students may engage themselves in reading and writing activities that will help them acquire fluency in a second language. Also, the teachers may implement more writing activities inside the classroom to enhance and develop the writing and thinking skills of the students. Furthermore, this study found out that translanguaging strategies guide multilingual students in developing L2 essays.

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