Breaking Language Barriers: The Impact of Translanguaging on Student Classroom Engagement and ESL Confidence among Grade 7 Students of Dr. Yanga’s Colleges Inc
DOI:
https://doi.org/10.54536/ajet.v4i4.4969Keywords:
ESL Confidence, Translanguaging, Linguistic IdentityAbstract
This study highlights the role of Translanguaging - a method where mixed language (L1 and L2) is utilized in the pedagogy - and its impact on the student classroom engagement and confidence in using English as the second language. Using an experimental design that focuses on the result of the pre-test and post test results of the participants, the study investigated how the strategic use of both English and Filipino coined as translanguaging during instruction affect students’ participation, confidence, and language preference. Seventy students participated in an eight-week intervention, transitioning from an English-only classroom as the first phase to the second phase where the researcher employed translanguaging strategies. Data were collected through surveys, classroom observations, and participation logs, and analyzed using paired-sample t-tests, chi-square tests, and descriptive statistics. Results revealed significant improvements in students’ engagement (p < .001), participation frequency (p < .001), and ESL confidence (p < .001) after the intervention. The researcher of the study found out that most students preferred the translanguaging method, supporting the communicative and cognitive value of using the integration of their native language towards learning the second language. Additionally, student perceptions show undeniable approval of translanguaging as a classroom practice. The findings affirm that translanguaging enhances learners’ emotional security, encourages meaningful participation, and validates linguistic identities. This study contributes to the growing body of literature advocating for inclusive and multilingual education practices, particularly in English-dominant Philippine classrooms, where students benefit from leveraging their full linguistic abilities.
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