Exploring the Effectiveness of Secondary Teachers’ Translanguaging Strategies
DOI:
https://doi.org/10.54536/jnll.v4i2.6403Keywords:
Inclusive Education, Linguistic Background, Translanguaging (TL)Abstract
Translanguaging is the process of communicating and comprehending information through the flexible and interactive use of several languages, going beyond the idea that languages are discrete and different entities. Acknowledging and employing students’ full linguistic repertoire is increasingly recognized as an effective teaching method that enhances language and cognitive skills and promotes an inclusive learning environment. This method fosters cultural respect while improving academic results. The effectiveness of Translanguaging (TL) techniques used by six (6) English secondary teachers for students who came from a variety of linguistic backgrounds was investigated in this study using a qualitative research approach. The goals of the study were to identify TL practices, investigate how teachers view TL for inclusive education, and evaluate its effects on classroom inclusivity and student involvement. Open-ended questionnaires and a Translanguaging Strategy Checklist were used to gather data.
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