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1 In-depth Interview Transcript
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4 Name of Interviewer: MARBIN GESHER JAY S. DENIEGA
5 Date: __________________________
6 Name of Interviewee: _IDI01 ___________________
7 Course/Major: MAED ENGLISH
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9 Researcher: Dear Participant, Greetings of peace and love!
10 Thank you very much for participating in this research study. I am Marbin
11 Gesher Jay S. Deniega, a student in the graduate education of St. Mary’s
12 College of Tagum taking Master of Arts in Education major in English. First
13 and foremost, I would like to express my sincere gratitude for sharing not only
14 your time in this research study but your expertise, opinion and experience as
15 well.
16 Your participation as one of the research participants in this study with the
17 title: A Case Study On Translanguaging In English As A Second Language
18 (Esl) Class Among Public High Schools Through The Lens Of Language
19 Teachers will be very much helpful in achieving the goals of this research.
20 This study is conducted to explore and understand translanguaging in
21 English as a Second Language (ESL) class in the context of public high
22 schools and further deepen our understanding on the use of the students’
23 entire linguistic repertoire and how it provides teachers with opportunities to
24 incorporate the students’ culturally and linguistically rich backgrounds in the
25 process of teaching and learning.
26 With your voluntary agreement to participate in this research study as
27 affirmed by your signature reflected in the informed consent form sent to you,
28 I would like to emphasize that if you find that your participation in the
29 research is by any means not favorable for you, you have the freedom to
30 withdraw anytime. The interview is done virtually in accordance to the health
31 protocols provided by the IATF. With regards to your privacy and
32 confidentiality, as the researcher, I assure you that your identity and
33 responses will be kept with utmost confidentiality as per strict compliance of
34 the Data Privacy Act of 2012 (Republic Act 10173) also known as Privacy Act
35 2012.
36 In addition, you can answer the questions using the language you are most
37 comfortable with. Feel free to expound your answers and provide examples to
38 make it more accurate and understandable. Please answer them as honestly
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39 as possible. Before starting, I would also like to ask permission from you to
40 record this session for ease of recording. Is it alright, ma’am?
41 IDI01: Yes sir.
42 Okay, so we will start our conversation by asking you some questions. Shall
43 we begin?
44 Researcher: 1.) How do Language Teachers describe Translanguaging in
45 an ESL class in the context of public high schools?
46 1.1.1 How do you define the word ‘translanguaging’ in your own words?
47 (Probing Question #1)
48 Translanguaging for me is like uhmm… giving of instructions through English
49 language and then uhmm using another language if the students will not be
50 able to understand my instructions clearly. So in some ways it could be like
51 you are using translanguaging as a means of translating the instructions to
52 make it clear to the students.
53 Probing Question:
54 1.2 In the context of ESL class, what are some scenarios that show the
55 use of translanguaging in your class? How often do you use
56 translanguaging in class? (Probing question #2)
57 IDI01: Uhm. Like giving of for example, a performance task. So, mostly kasi
58 my students are not into speaking English or using language, using the
59 English language rather. So what I am trying to do everytime kapag naay miy
60 klase tapos naa miy performance task, kung unsa ang mas dali nila masabtan
61 nga language, mao na siya ang ginagamit most of the time.
62 Researcher: How often do you use translanguaging in your class?
63 IDI01: Most of the time but for the Junior High School...
64 Researcher: How about other classes po?
65 IDI01: Senior High, uhm… Kanang… dili gyod dili gyod ana ka frequent unlike
66 sa Junior High School kay mas knowledgeable naman gud ang mga Senior
67 High School kompara sa Junior High School.
68 1.3. How will you portray the processes and strategies involved in the
69 use of translanguaging in your classroom? (Probing question #3)
70 IDI01: How will I portray? Uhm… I am not sure if process ba ang kuan ani but
71 first, maghatag ko og instruction. Like akong klase gyod kay English for
72 example Reading and Writing. So I am giving lectures and discussion using
73 the English language then if tapos nako sa akong discussion, I ask the
74 students if they understand, ana ba. If naay mga question so pasabot ana
75 wala nil ana get nan ga part. So diha na nako siya answeran siya if makita
76 nako sa ilanhang expression na wala pa gyod nila nakuha or nasabtan, then
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77 dira nako maggamit ug mother tongue or Bisaya. If clear na sa ilaha then
78 kana since duha lang man ilang kuan, either Bisaya tapos usahay kay
79 syempre bawal baya gyod ta mag-bisaya so gina-tagalog nako siya pero
80 makuha man gihapon god nila. Yeah. Ginaexpound sa gyod nako so iexpound
81 using gihapon basic lang gyod, basic English lang para makuha nila. But if
82 failed, dili masabtan through using the English language, diha nako mag
83 discuss another kuan napud, either Tagalog or Bisaya.
84 1.4 As an ESL teacher, how does the use of translanguaging appeal to
85 you? (Probing question #4)
86 IDI01: Actually, uhm… Mura siya og… Okay siya. As an ESL teacher, okay
87 siya sa ako kay murag mas effective siya actually para sa akoa nga naay ingon
88 ana. Kanang translanguaging gali kay dili baya ta mga native speakers sa
89 English so murag mas maong mas effective siya labi nan ga atong mga
90 student sa High School na naga-learn gihapon gyod sila og unsay proper,
91 unsaon pag-comprehend.
92 1.5. Based on your observation, how do your learners perceive your
93 incorporation of translanguaging strategies in class? (Probing question #5)
94 IDI01: It makes them more participative in a way na maybe kuan sila ba,
95 maybe, at ease sila. For them man god, mao na ilang comfort zone na
96 language. So if ever na I’m using another language aside from English, mas
97 Madali for them and mas participative sila. For me lang. Sa akong na observe
98 sa ila.
99 Researcher: 2. What are the reasons why language teachers facilitate
100 translanguaging in an ESL class in the context of public high schools?
101 2.1. What are your personal beliefs as an ESL teacher that cause you to
102 use translanguaging? How do you incorporate these beliefs in your class?
103 (Probing Question #1)
104 IDI01: That each of our students is diverse. Because of it, uhm. Since because
105 of the diversity, murag naa gyod siyay need. Kay dili man god ma cater sa isa
106 lang ka language ang kuan sa mga bata, comprehension.
107 Researcher: How do you incorporate this beliefs in your class?
108 IDI01: Considering na I have diverse class, considering na they have their
109 different ways of learning, so, uhm… by first catering the needs of the
110 students, kung unsay mas dali para sa ilaha na makuha ang among lesson
111 then I am doing the easiest way to comprehend nila og dali.
112 2.2. As an ESL teacher, how do you describe your teaching philosophy in
113 relation to your use of translanguaging? How does this justify your use of
114 translanguaging in an ESL classroom? (Probing Question #2)
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115 IDI01: Uhm… for me, sir, uhm… as an ESL teacher, I can say that, uhm… my
116 teaching philosophy kasi is actually, should I say, uhm… I am not sure if this
117 will justify why am I using translanguaging in my class but for me kasi, ang
118 learning kasi nila should not be boxed. For example, I am teaching English so
119 merely sege ko discuss using English language and if I will only focus in one
120 language since I am teaching English and I will just be focusing on English as
121 a medium of instruction so, unsaon tong uban learners? Since miingon ko
122 ganina na diverse ang akong learners and then naa pud tay mga student na
123 dili maka cope sa ubang student since hetero na ta karon. So, since dapat
124 kasi for me, if makuha ng isang student, I am always trying my best na
125 makuha din ng iba, so there’s a need to go down sa level sa learners para lang
126 macater ilang needs. That’s why I am using translanguaging as one of my
127 means para ma cater ang learning, ang diverse learners inside the classroom.
128 2.3. Why do you think it is important for you as an ESL teacher to use
129 translanguaging in your class? (Probing Question #3)
130 Yung sinabi ko kanina, as an ESL teacher, I am trying my best to cater, to
131 cater the learnings of my diversified students so it is very important for me
132 since, again, my students in the uhm… public high school is not a native
133 speaker of English so importante gyod ang translanguaging for me labi na sa
134 klase. Para mahimo siyang student-centered gani nga dili siya more on mag
135 focus lang sa akoa as teacher so I want them also to, I want to incorporate
136 ESL para maka learn pod sila.
137 2.4. What are some instances in class that make you decide to use
138 translanguaging? What about instances where you allow students to use
139 translanguaging as well? (Probing Question #4)
140 IDI01: Ah. The questioning part, the assessing part, assessing the learners
141 after our discussion.
142 Researcgher: What about instances where you allow the students to use
143 translanguaging as well?
144 IDI01: If makita nako na its difficult for them to express themselves so I am
145 allowing them to use their own language. And of course after allowing them to
146 use their own language, I am also giving them advices as to how they are
147 going to translate their answers into English.
148 2.5. Based from your experience as an ESL teacher, why do you think
149 there is a need to use translanguaging in your class? (Probing Question
150 #5)
151 IDI01: Base on my experience? Kuan gyod siya, need gyod siya kay I cannot
152 blame the ano no, maybe because of the pandemic man god. Because of that
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153 pandemic, almost three years na dili first-hand ang information sa mga
154 learners ba mao nang sa karon ang naa tay mga students god na kanang…
155 maglisod ug cope-up sa klase so mabehind sila. That’s why, naa tay
156 ginatawag nga translanguaging para sa mga dili makasabay to help them.
157 3. Researcher: 3. What are the benefits and drawbacks of
158 translanguaging in an ESL class in the context of public high schools?
159 3.1. What are some instances in your class where you can say that the
160 use of translanguaging is effective? (Probing Question #1)
161 IDI01: If makita nako nga they achieve the highest possible score of our
162 assessment, the written task, not just the written task but the performance
163 task. If they reach the highest possible score then for me, the time wherein I
164 used translanguaging is effective.
165 Researcher: And what are some instances where it becomes ineffective?
166 IDI01: I have this experience kasi na that was my first-time teaching Senior
167 High School since I’m teaching Junior High School. My first day sa Senior
168 High, actually, nagtranslate ko without me knowing that that section of mine
169 pala is kanang, they can comprehend English so easily and dili man god ako
170 ang ESL teacher na very high-falutin ang English words because I was trying
171 my best to use those simple English, the basic words for them to understand
172 easily what I am trying to say in our discussion. So kato na time, nagdiscuss
173 ko, then ako pa gyod siyang gi ano sa ila, para masabtan lang gyod nila since
174 I am asking if do they have any question then walay nag respond so I thought
175 basin nalibog sila no so mao to feeling nako dili siya effective ato nga time. Dili
176 siya effective sa mga, how should I call them, kaning mga students, kaning
177 mga smart learners.
178 3.2 As an ESL teacher, what are the difficulties that you encountered in
179 class with regards to the use of translanguaging? How did you handle
180 these difficulties? (Probing Question #2)
181 IDI01: Do I have? Uhm. Parang wala, yes, parang wala naman. I did not
182 encounter any difficulties so far.
183 Researcher: Why do you think so? Bakit walang difficulties?
184 IDI01: Kasi it’s effective eh. Sa ako lang naobserve, it’s effective kasi when I
185 apply, when I do translanguaging in my classes, they, makita kasi nimo ang
186 kaibahan ng performance ng bata. That’s why makaingon na walay
187 difficulties.
188 3.3. What are the positive ways we can use translanguaging in ESL
189 classroom? (Probing Question #3)
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190 IDI01: What are the positive ways? Uhm… well, try to teach learners who are
191 under the frustration reading level and those NR. We can’t deny the fact the
192 there are students who are in High School that’s still naa sa frustration or NR.
193 So translanguaging, pwede kaayo nato na siya magamit sa ila para mas
194 mareach nato ilaha level of difficulty para ma cater nato to and then, uhm…
195 simply giving examples kana pwede pud kaayo na siya through
196 translanguaging. Dali baya maka comprehend if naay pa sample-sample.
197 3.4. In your experience as an ESL teacher, what makes translanguaging
198 disadvantageous? What are the scenarios in the classroom that makes it
199 such? (Probing Question #4)
200 IDI01: Yeah, naa pod iya oy. Let us say you have only 45 minutes to discuss,
201 and then because of the diversity of your learners, because of the fact na dili
202 nila native language ang English, so maka holdback siya ba. Mao nay reason
203 pod nga ma delay, na supposed to be ma reach na nimo ang imong objectives
204 for the day and because of kana, time-constraint. Kana guro, isa ka
205 disadvantage sa translanguaging is time-constraints na iyahang mahatag
206 during discussion.
207 Researcher: How about in other aspect?
208 IDI01: In the teaching-learning process, maka apekto siya seguro in a way.
209 Hmm… Wala pa ko experience nga naay something, na disadvante gyod siya
210 especially sa akong Reading and Writing class. So far wala.
211 4. Researcher: 4. How do language teachers describe the English
212 learning development of students in an ESL class using translanguaging
213 in a public high school setting?
214 4.1. As someone who incorporate translanguaging in teaching ESL, how
215 will you illustrate the general language skills of the students in your
216 class? (Probing Question #1)
217 IDI01: They are just okay. Yeah. I cannot say that they are really good since
218 the majority of them man needs reinforcement when it comes to English so
219 just okay.
220 Researcher: Can you describe them?
221 IDI01: Well, first is if I speak straight or If I’ll use English as a medium of
222 instruction for the whole duration of my class the there’s lack of participation
223 and cooperation from my students gyod. So If mag straight English ka, they
224 will just look at you trying to listen and comprehend and after the
225 assessment, makita nimo ang result nga ah okay ayy my discussion is not
226 effective.
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227 4.2. How will you assess the effects of using translanguaging towards the
228 development of the students’ language skills in your ESL class? (Probing
229 Question #2)
230 IDI01: Formative assessment, I guess.
231 Researcher: For you, how will you describe the development of their English
232 skills in class?
233 IDI01: As of the moment, there is an improvement. How can I say so? Every
234 time that I’m gonna ask questions, I’m going to ask question to them, they are
235 responsive, they are able to response not just in written form but orally.
236 4.3. How do you ensure that the students achieve the standards with
237 regards to their development of the target language despite your use of
238 translanguaging? (Probing Question #3)
239 IDI01: By looking back at the competency, of course. After the discussion, I
240 will be checking if I have achieved it and preparing. I am preparing my lessons
241 every time. I do have, I include uhm… the different competencies, the target I
242 am aiming to make my student realize or achieve. So yeah by ensuring that I
243 am well prepared, I do have strategies na maka cater sa ila.
244 4.4. What are the different strategies that you incorporate together with
245 translanguaging in your class that address the students’ language
246 development? (Probing Question #4)
247 IDI01: Different strategies? Hmm… Being them the center of my discussion of
248 course, actually there are plenty and various kinds of strategies that I am
249 applying in my class but those strategies naman is I am making sure that it is
250 effective since I am using, I am applying those strategies for how many years
251 na so madami.
252 Researcher: Can you name at least 3 strategies? Or some of these strategies?
253 IDI02: We do have peer tutorials, so we have pair reading. Ah… I am doing
254 that so aside from that we also have this group, activity that should be done
255 in groups. And also, we have this uhm… The activity wherein, ah.. aside from
256 this pair share we also have this brainstorming inside the class. Yes, just
257 checking if you know, they understood their lesson. If do they came prepared
258 in our class.
259 4.5. What are some of your experiences in teaching ESL students that
260 made you realize that students’ language skills are already developed?
261 What are some instances that made you discern that their language skills
262 still need further development? (Probing Question #5)
263 IDI01: Ah let say for example, my experience. The first day of my Reading and
264 Writing subject in Senior High School, I let them write, wrote rather, an
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265 incomplete statement, I let them finish an incomplete statement. I told them:
266 You have to finish this one, I am who I am because… so they have to complete
267 the statement using their own words. That was my basis because syempre I
268 have to learn also, to know also, who among them can actually write well
269 using English. Basing on that and basing on their fourth, diba we are now in
270 fourth quarter naman, so I let them again wrote, I am who I am because… so
271 one of my student actually at first, she simply wrote her name, age, etc. on the
272 first part and then sa second, doon na sa post, madami na siyang isinulat not
273 just merely stating her name, etcetera. With that I can say that na uy there is
274 a huge, big development sa learning sa student in acquiring the English
275 language.
276 Researcher: How about some instances that made you discern that their
277 language skils need further development?
278 IDI01: It is actually visible sa performance sa bata during klase. Visible jud
279 siya. Na uy, kailangan pa niya ug further instruction or reinforcement. Visible
280 na siya sa klase.
281 5. Researcher: 5. What are the insights of language teachers on
282 translanguaging in an ESL class in the context of public High Schools
283 that can be shared to others?
284 5.1. As a teacher who uses translanguaging in teaching, what are your
285 realizations with regards to its use in the context of ESL class? (Probing
286 Question #1)
287 IDI01: Actually, it can detour. It can detour in a way, the student kasi will try
288 to comprehend what you are talking about but as teachers, we want what’s
289 the best to the students and we want na makuha gyod nila ug masabtan ang
290 lesson. Mu shift man god ta so we apply different strategies na so mawala na
291 dayon ang English as our medium of instruction. So… maka detour siya sa
292 goal gyod nato however, despite of the fact na medyo malihis siya nga
293 supposed nga straight na dapat nga Englihs, malihis siya but still effective
294 man pud siya for the student.
295 5.2. What are the strategies that you use in relation to translanguaging
296 that you think made learning better that you want others to learn as well?
297 (Probing Question #2)
298 IDI01: The peer tutorial, the think-pair-share kind of activity.
299 Researcher: May I ask why?
300 IDI01: Uhm… Actually, it should be that the think-pair-share activity should
301 be done by someone who can comprehend English and someone who is
302 struggling. So why did I suggest that kind of strategy, because we teachers…
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303 Actually, we teachers we cannot simply put the rules in our hands like okay,
304 as teachers we want to speak straight in English, use the medium of English
305 in our instruction, however, if they do that peer tutorial, I mean the think-
306 pair-share, if they do that, this pair of student can actually help the other
307 student in achieving or realizing the goal that you wanted to reach that
308 specific student, so yes.
309 5.3. What are your recommendations regarding the use of
310 translanguaging in high school ESL class? (Probing Question #3)
311 IDI01: Okay, okay. I can suggest or I could recommend that ESL teachers can
312 actually use translanguaging just to cater the needs of our diverse learners.
313 Kasi, even us, even us, way back in our high school or elementary days, there
314 is a need for an adjustment on the language that our teachers are using so
315 yeah, for me, it is actually recommendable to use translanguaging in our ESL
316 class.
317 5.4. What can you say to teachers who use English-only policies in their
318 class? (Probing Question #4)
319 IDI02: Good luck to them. Good luck to them because not all learners of the
320 public high schools are equipped with different vocabularies in English. So if
321 they want a participative and active discussion with their classes, then I
322 guess, they must do an adjustment. Not just that English-only policy.
323 5.5. What can you say about your overall experience in the use of
324 translanguaging in your ESL class? (Probing Question #5)
325 IDI01: It is effective, recommendable and it shows a… high result on the
326 performance and the learning development of the student. And what way was
327 I able to say so? Through of course formative assessment and performance in
328 our class.
329 Researcher: And that was the last question in this interview, ma’am. Before
330 we end, are there anything else that you wanted to share?
331 IDI01: None.
332 Researcher: I am genuinely thankful for sharing to me your precious time as
333 well as your honest answers to the questions. Again, rest assured that your
334 responses to the given questions will be held confidential. The completion of
335 this study will not be possible without your participation and for that I am
336 forever thankful. Thank you very much and may God bless you a hundredfold.
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338 Researcher