A CASE STUDY ON TRANSLANGUAGING IN ENGLISH AS A SECOND LANGUAGE (ESL) CLASS AMONG PUBLIC HIGH SCHOOLS THROUGH THE LENS OF LANGUAGE TEACHERS

Abstract

The purpose of this case study was to explore and describe the practice and implications of translanguaging in English as a Second Language (ESL) classes, specifically focusing on public high schools through the perspective of the language teachers in the schools division of Davao Oriental, Philippines. Utilizing a qualitative research design, this case study captured comprehensive insights from the 10 participants through face-to-face in-depth interviews. The data gathered from the interview were then analyzed through thematic analysis. Based from the results, four themes were identified on the language teachers’ description of translanguaging in ESL, namely: process involving translation, opportunity to use mother tongue, way to gain confidence, and ability to communicate using different languages. With regards to the reasons why language teachers use translanguaging, five themes emerged: being student-centered, ensuring comprehension, encouraging student participation, acknowledging cultural and linguistic diversity, and catering to diverse learning needs. In the benefits and drawbacks of translanguaging arise six themes; under benefits: scaffolding learning, benefits on group collaboration; and under drawbacks: dependency on native language, ineffectiveness in developing writing skills, limited exposure to the English language, and inconsistency with language competency. Moreover, on the description of the English language development, four themes were identified: need for further development, average competence level in English, observed improvement, and hampered learning. Lastly, on the insights of the language teacher on translanguaging, four themes were discovered: necessity of regulating translanguaging, conflicting view on translanguaging, support for inclusive learning, and aid for learning assessment. With the results revealing the duality of standpoints on translanguaging practice in ESL classes, a need for a balanced and strategic use of translanguaging should be sought as to ensure that it improves, rather than hinders, students’ language learning experience.

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