Translanguaging In Language Learning: IP Students’ Insights and Experiences
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Abstract
This study explored the insights and challenges experienced by Indigenous Peoples (IP) students, specifically those whose native language is Matigsalog, on the use of translanguaging as a pedagogical strategy to improve their language skills. Conducted at Mangayon National High School-Side 4 Extension in Davao de Oro, the research involved 17 Grade 7 and 8 students through in-depth interviews and focus group discussions. Employing a qualitative phenomenological approach, the study examined how translanguaging influences students’ comprehension, critical thinking, and engagement, while identifying challenges and proposing interventions to optimize its implementation. The findings revealed five key themes: enhancement of language learning, facilitating comprehension, fostering collaborative learning, building language confidence, and greater accessibility compared to traditional methods. These themes collectively underscore the transformative potential of translanguaging in the education of Indigenous Peoples, as they address both the linguistic barriers and the cultural dynamics that often hinder academic success. Translanguaging was shown to aid understanding of complex concepts by allowing students to translate difficult English terms into Matigsalog, enabling clearer comprehension of lessons. However, challenges such as translation constraints, complex materials, limited external support, and fear of asking questions were identified. Proposed interventions included integrating fun and collaborative activities like games and group storytelling, alignment of tasks with developmental stages, emphasizing guided reading and bilingual practice, enhancing teacher presence to address translation challenges, and applying translanguaging across subjects to link technical terms with the curriculum. The study highlights the need for curriculum developers and educators to formalize translanguaging strategies and provide professional development for teachers. Additionally, addressing resource limitations and fostering a supportive learning environment are critical to improving educational outcomes for IP learners.
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