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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In a rapidly globalizing world characterized by increased cultural exchange and li

nguistic diversity, the concept of translanguaging is emerging as a transformative force t

hat challenges traditional views of language use.Translanguaging, characterized by the

fluent and seamless integration of multiple languages in communication, is gaining impo

rtance as a dynamic language practice.Although the phenomenon itself has received inc

reasing academic attention, significant gaps remain in our understanding of the different

attitudes individuals have toward language transformation in multilingual environments.

In a world where people and its cultures are increasingly interconnected the word

translanguaging is commonly mistaken as translation. The word translanguaging is defi

ned as the utilization of different languages including the native language or the mother

tongue to provide communication, on the other hand translation is a process where one

language is translated into another language in order to provide a better understanding

of the content.

According to (García, 2009) scholars have articulated a translanguag-ing pedag

ogy as involving planning and structuring teaching strategies that build on multilingual st

udents’ entire linguistic repertoire as a resource in their learning. While research has dis

cussed the potential of a translanguag-ing pedagogy in supporting students’ comprehen

sion of complex texts and content, helping them to develop an understanding of their lan

guage learning, and expanding their communicative repertoires there is still a gap betw
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een translanguaging as a concept and translanguaging as a practice (Canagarajah, 201

1), particularly in the higher education context.

Broadly speaking, translanguaging refers to the use of multiple languages to

facilitate learning, where even if English is present, equal access is given to other l

anguages (Creese & Blackledge, 2015; Kao, 2022). As such, “[t]ranslanguaging helps

us adopt orientations specific to multilingual and appreciate their competence in th

eir own terms” (Canagarajah, 2011, p. 3)

This study states that the allowance of translanguaging may enhance classroom

activities, especially those where interaction or collaboration between students’ needs to

be open and unrestrictive (Kwihangana, 2021).

Translanguaging is also suitable for students’ development of intercultural communicati

on competence (Ou et al., 2020).

Initially introduced by Cen Williams in the 1980s as a pedagogical approach

for Welsh-English bilingual classrooms (Williams, 1994), translanguaging has since

evolved into a multifaceted concept encapsulating the dynamic and fluid utilization of bili

ngual or multilingual speakers' linguistic resources for learning, communication, and me

aning-making (García & Wei, 2014)

Different studies show the same perspective that the translanguaging is useful fo

r both teachers and students. It is useful in a way that it improves the communicative ski

lls of the learners and the teachers can easily provide a strategy that is aligned for the n

eeds of the students.

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We Filipinos are exposed daily to a multitude of languages since the Philippines i

s considered a linguistically diverse country with more than 180 languages and dialects

present throughout the country due to the influence of indigenous culture, Spanish colon

ization, and interactions with other Southeast Asian countries. However, the official lang

uage of the Philippines is Filipino, which is based on Tagalog, and English is widely use

d for business, education, and government but there are also many regional languages

used by various ethnic groups. However, the English-only policy dominates the legal do

main in the Philippines. As English remains the language of the educated elite, many Fi

lipinos who do not belong to this circle are unnecessarily marginalized by this English-o

nly policy.

Translanguaging acts as a bridge in learning languages, as in the case of Mother

Tongue-Based Multilingual Education (MTBMLE) in the Philippines (Perfecto, 2020). Pe

rfecto (2020) observed that teachers would use visual tools, direct translation, code-swit

ching, and metalinguistic explanation to provide scaffolding and elucidate the topic. Tra

nslanguaging not only develops a more expansive ability to use named languages such

as English, Filipino, or Ilocano in the context of the Philippines in the text of the Philippin

es but also beyond thinking simply in terms of dual sets of linguistic resources or linguist

ic systems. Translanguaging engages with the acts of deployment of features that are m

ost appropriate to communicate a message to a listener. Translanguaging also looks at

the entire range of multimodal resources that make up the speaker’s full communicative

repertoire – gestures, gazes, posture, visual cues, and even human-technology interacti

ons. (Garcia & Otheguy, 2020, p. 10).

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Translanguaging solves decades of debates in the Philippines that teaching Engli

sh will lead to less nationalistic citizens. It also addresses competing debates about privi

leging Filipino as the national language. Translanguaging breaks “the traditional ideologi

es of language separation” (Cenoz & Gorter, 2020). Few studies on translanguaging in t

he classroom highlight the attitudes and uses of translanguaging in English as a foreign

language context. However, there is still a dearth of studies concentrating on the transla

nguaging practices of teachers and students in the Philippine context, especially in the

Maguindanaon classroom setting.

Northeastern college is known as an institution that embraces diverse learners. It

was able to accommodate various learners from different cities from Isabela province ca

tering Ilocano, Tagalog, Ibanag, Yogad, Gaddang and more diverse speakers. In the Co

llege of Education department specifically for those who are majoring in English, the usa

ge of English is rigorously encouraged as a medium of instruction and communication m

aking the classroom an english-centric. And with these classroom settings, we aim to ex

amine the awareness, usage and attitudes of Teachers and learners toward translangua

ging. The researchers aim to contribute valuable insights to the discourse on translangu

aging, fostering a deeper understanding of the attitudes that underpin this linguistic phe

nomenon.

Statement of the Problem

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This study aimed to explore Student and Teachers’ Attitude towards Translangua

ging in English-Centric Classrooms.

Specifically, it aimed to answer the following questions.

1. What are the forms and functions of translanguaging in English-centric classroom

s?

2. What was the teachers’ attitude towards the application of translanguaging in the

classroom?

3. How do the student’s and teachers perceive translanguaging as a pedagogy?

4. How did the students respond to the use of translanguaging in the classroom?

5. When was it appropriate to use translanguaging in the classroom to get maximu

m benefits out of it, from a student's and teacher’s perspective?

6. Does one’s cultural background have an influence on shaping their attitudes tow

ards translanguaging?

Hypothesis of the Study

The students and teachers have a positive attitude towards translanguaging.

The students and teachers have a negative attitude towards translanguaging.

Conceptual Framework

These study follows a conceptual framework that explains the relationship of

variables.

Figure 1.
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Independent Variable Dependent Variable

Translanguaging Student and Teachers’

Attitudes

By synthesizing these variables, the conceptual framework provides a comprehe

nsive lens through which researchers, educators, and policymakers can analyze and un

derstand the attitudes towards translanguaging. This framework serves as a foundation

for studies, offering a road map for future research endeavors.

Significance of the Study

The results of the study will be of great benefit to the following: Teachers, Admini

strators, Student's, Educational Institutions and Future Educators.

Students - This study will help the students to develop strategies to direct the conversat

ion to help them bridge their identities as speakers of their mother tongue and speakers

of English. It shows students that their prior experience, knowledge, first language and

background are respected and valued equally by those in their new environment.

Teachers - This study will help the teachers be able to provide appropriate teaching str

ategies that are suitable for presenting and discussing the lessons.

Future Researchers- This study will give them a springboard for they will be able to ac

quire further knowledge about the students and teachers attitudes towards translanguag

ing in an English-Centric classroom.

Scope and Delimitation

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The study focused on examining the attitudes toward translanguaging of Teacher

s and Second Year Education Students majoring in English at Northeastern College enr

olled in the Second Semester of SY 2023- 2024.

Definition Of Terms

To provide a frame of reference for a better understanding of the study, the follow

ing terms are defined:

English-Centric Classroom - a class that mainly uses English as the source or target l

anguage‌.

L1- refers to a person's first language, native language or mother tongue

L2- refers to a person’s second language or the language they are currently learning.

Students’ Attitudes- the emotional and cognitive approaches a student demonstrates i

n an academic situation such as a class or subject.

Teachers’ Attitudes- the views, opinions, ideas, feelings, and fears of teachers toward

s their profession and teaching program.

Translanguaging- the ability to move fluidly between languages and a pedagogical app

roach in teaching language.

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Exploring Student and Teachers’

Attitude towards Translanguaging

in English-Centric Classrooms.

Researchers:

Alfonso, Lorelie D.

Carpio, Ara Bea M.

Edrada, Kristine Joy P.

Palisoc, Johana Kelly T.

Sagauinit, Althea Chelsea L.