Kadaiyang Magtutungha: The Lived Experiences of the Tertiary Students on Translanguaging in the Teaching-Learning Process
DOI:
https://doi.org/10.54536/jtel.v3i2.4657Keywords:
ESL Classroom, Mother Tongue, Multilingual, Tertiary Education, TranslanguagingAbstract
The study examines the lived experiences of tertiary education undergraduates and the influence of translanguaging in English as a Second Language (ESL) settings, specifically within the Teacher Education Department of a local college in Misamis Oriental province. A qualitative research design was utilized using the phenomenological approach with the adaptation of the procedure to give comprehensive insights through two focus group discussions (FGDs) via in-depth face-to-face discussions among 16 participants (i.e., BEEd and BSEd students). The data from the FGD were analyzed using thematic analysis. From the findings, there are four themes that emerged regarding language students’ views on translanguaging in ESL, namely: mixing of languages in teaching concepts, a chance to utilize the mother tongue, building students’ confidence, and proficiency in multilingual communication. With regard to students’ views on teachers’ facilitating translanguaging in the classrooms, five themes emerged: promoting student-centeredness in the classroom, building comprehension among ESL students, addressing the diverse students’ needs, fostering student engagement, and recognizing cultural-linguistic differences. In the implications of translanguaging in ESL, six themes arise: guided learning, the advantage of collaborative learning, dependency on one’s mother tongue, lacking effectiveness in writing skills, insufficient exposure to English, and inconsistency with English proficiency.
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