PERSPECTIVES AND PRACTICES OF PRE-SERVICE

TEACHERS ON TRANSLANGUAGING
IN LANGAUGE CLASSROOMS

Kamille D. Legaspi-Torres, MAEd

Polytechnic University of the Philippines
Sta. Maria Bulacan Campus
• The Philippines houses more than 180
languages (Borlongan, 186).

• Lorente (2013) states that historically English

was used as the de facto medium of instruction
in the public school system of the Philippines
during the American colonization period; now,
it is being used as a unique selling proposition
of the Filipinos in the international market.
Translaguaging…
• pedagogical approach that displaces English and allows the multilingual
speakers to use their full linguistic repertoire in which they select features
strategically (Lui & Fang, 2022; Garcia & Li, 2014).
• It has been recognized by various research to be a useful linguistic resource
specifically when processing concepts in the classroom (Casalan, 2022).
• allows the teachers to effectively and efficiently discuss their lessons, enhance
students’ understanding and manage their teaching space. In turn, students
participate more actively and comprehend their lessons (De Los Reyes, 2019).
Pre-service Teachers (PTs)…

• play a crucial role in shaping the future teaching practices of

language classrooms specifically in the promotion of
multilingualism.

• Philippine Professional Standards for Teachers (PPST),

institutionalized as DepEd Order No. 42 s. 2017.
➢ Domain 1 (Content Knowledge and Pedagogy)
➢ Domain 3 (Diversity of Learners).
Problem of the Study

1. What are the PTs perception on translanguaging?

2. How do the PTs implement translanguaging in their language
classrooms?
3. What are the perceived benefits of translanguaging in their
classroom?
Methodology

• Qualitative Approach

• Semi-structured Interview

• Purposive Sampling

• 9 PTs teaching English for High school students

Theme1: Cultivating Agents of Multiculturalism: Exploring
Preservice Teachers' Perceptions of Translanguaging

Subtheme no. 1 Embracing the Natural: Preservice Teachers View on the Use
of Translanguaging
A: Both… since it's normal for them
MI: mas sanay po talaga ang bata na halo-halo ang languages (They are more used in
using translanguaging)
D: ina-avoid po sya ng mga CTs but it's actually unavoidable.. parang natural nila yun
e.. (CTs try to avoid it but it’s actually unavoidable.)
MF: During recitation if I say try to speak in English… sometimes they feel shy
(speaking in English) even if it's correct. It's probably because… it not normal for them
Theme1: Cultivating Agents of Multiculturalism: Exploring
Preservice Teachers' Perceptions of Translanguaging

Subtheme no. 2: Student-Centered Learning through Translanguaging:

Preservice Teacher Perspectives
MI: laging iconsider ang level of understanding ng bata (Always consider the students’
level of understanding)
J: I provide some learning materials end resources in multiple languages allowing
them or the students to access information in a way that aligns with their linguistic
preferences
C: Student-centered ang translanguaging kasi nakadepende sya sa kakayahan ng bata.
(Translanguaging is student-centered because it depends on the students’ ability.)
Theme1: Cultivating Agents of Multiculturalism: Exploring
Preservice Teachers' Perceptions of Translanguaging

Subtheme no. 3: Beyond Restriction: Exploring Preservice Teachers'

Concerns about Limiting Student Language Use
A: It is probably more detrimental if students are forced to speak in English…
napansin ko na mas maikli ang sagot ng bata kapag English. (I observed that students’
answers are shorter when they use English.)
C: Students do not raise their hands when I tell them to speak in English…
MF: English sometimes limits them.
Theme 2: Student-Driven Translanguaging: Empowering
Language Integration in the Classroom

Subtheme no. 1: Student-Initiated Translanguaging: A Sign of Approval

A: During recitation… they (students) would ask my permission to be allowed to

speak in both languages.
MI: Nagtatanong din po ako sa bata at according to them mas favor sila na pwede
gumamit ng iba't ibang languages. (I also ask my students their point of view. According
to them, they also favor that they are allowed to use multiple languages/translanguages.)
D: They (students) would ask permission sometimes to speak in another language.
Theme 2: Student-Driven Translanguaging: Empowering
Language Integration in the Classroom

Subtheme no. 2: PTs Observation: Translanguaging as Students’ Tool for

better Self-Expression
A: When they are having a hard time expressing their ideas they shift. They would
pause then they would begin using another language.
MF: During recitation if I say try to speak in English… they would start their
sentences in English because sometimes they are shy.
D: If they cannot express their ideas, they shift to a language they comfortably use.
Theme 2: Student-Driven Translanguaging: Empowering
Language Integration in the Classroom

Subtheme no. 3: Planning the Translanguaging Classroom: Scaffolding for

Success
J: To address possible challenges, I emphasize the selective and purposeful
application of translanguaging.
R: Setting a set of clear guidelines on when and how students can use their native
language, emphasizing its role as a tool for understanding rather than a shortcut is
important.
D: I use translanguaging strategically to support comprehension and participation.
Theme 3: Empowering Student Voice and Understanding: The Benefits
of Translanguaging in the Classroom

Subtheme no. 1: Unlocking Student Expression through Translanguaging

A: Easy for them to express their ideas…

MF: They can express themselves well because they can use the terms they are
familiar with. English sometimes limits them.
C: Mas nagiging expressive sila sa mga thoughts nila. (They become more expressive
with their thoughts.)
Theme 3: Empowering Student Voice and Understanding: The Benefits
of Translanguaging in the Classroom

Subtheme no. 2: : Deepening Comprehension Through Translanguaging

MI: Mas mabilis ipaintindi ang concepts sa students gamit ang translanguaging. (It is
easier to explain the lesson using Translanguaging.)
A: It is easier for them to understand.. they can cope with the lesson…
C: Mas madaling magturo kung gamit ang both langauages kasi may mga students
na talagang hindi nakakaintindi kung English lang. (It is easier to teach when using both
languages since there are really students who cannot understand English.)
Theme 3: Empowering Student Voice and Understanding: The Benefits
of Translanguaging in the Classroom

Subtheme no. 3: : Nurturing the Psychosocial Aspects of Language

Learning: Confidence
MI: The are more confident to raise their idea when they are allowed to
translanguage.
MF: They are more confident in fact they would always ask if they are allowed to
use both English and Tagalog.
C: Mas confident sila to share their knowledge. (They are more confisdent to share their
knowledge.)
Theme 3: Empowering Student Voice and Understanding: The Benefits
of Translanguaging in the Classroom

Subtheme no. 3: : Nurturing the Psychosocial Aspects of Language

Learning through Translanguaging
D: When they are allowed to use the languages they know… they are more
comfortable and they are more active.
MI: Mas lighter ang mood ng class… hindi ako hirap magencourage ng students na
magparticipate. (The Class aura is lighter. It is not very difficult for me to make the
students participate.
C: Mas engaged and active sila. (They are more engaged and active.)
Conclusion

• Multilingual students have a natural capacity to

translanguage. Restricting them to use one language is
unrealistic; hence, leading them to failure.

• The use of translanguaging as a pedagogical resource

promotes inclusive and student-centered education.

•
Conclusion

• Translanguaging is perceived to help students to improve their

academic performance; since it is vital in the meaning-making
process both as a speaker and receiver of information.

• Permitting the students to naturally shift supports their

psychosocial needs.
Conclusion

• The use of translanguaging supports the PTs development from being a

beginner to a proficient one. It helps the PTs to apply Domain 1 and
Domain 3 more effectively.

• The CTs’ support to multilingual approaches in teaching such as

Translanguaging influences the next generation of teachers-the PTs.
Hence, slowly carving the path to a more inclusive future classroom.
Recommendation

• inclusion of Translanguaging-related topics in teaching future teachers

• teacher-training that highlights the strategies in using translanguaging in a

multilingual classroom and its benefits to both students and teachers

• further research using experimental design to confirm the result of this

study