Translanguaging as a Tool in Classroom Instruction: Perceptions of Senior High School Students
DOI:
https://doi.org/10.5281/zenodo.20537182Keywords:
translanguaging, classroom instruction, English language learning, multilingual education, senior high school students, phenomenologyAbstract
This study explored translanguaging as a tool in classroom instruction and examined its role in supporting English language learning among Senior High School students. A qualitative phenomenological design was employed. Ten Grade 12 students from Davao del Sur Institute of Languages and Technological College, Inc. in Digos City participated in in-depth interviews, while ten teachers joined a focus group discussion to corroborate the students' responses. Data were analyzed thematically through familiarization, coding, theme development, review, and interpretation. Findings showed that translanguaging helped students understand lessons, clarify difficult concepts, communicate ideas, and participate more confidently in classroom activities. It also supported vocabulary development, collaboration, and reduced learning anxiety. However, students experienced confusion when switching languages, difficulty translating complex ideas, and possible dependence on the home language. Participants emphasized that translanguaging should be used strategically, with clear guidance and an appropriate balance between familiar languages and English. The study concludes that purposeful translanguaging can promote inclusive and learner-centered instruction while supporting meaningful English language learning experiences
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