Translanguaging in Multilingual Classrooms: A Phenomenological Study on Teachers’ and Students’ Perceived Benefits and Challenges in Relation to Student Participation Among Grade 12 Students
DOI:
https://doi.org/10.70232/jrep.v3i3.205Keywords:
Translanguaging, Multilingual Classrooms, Student Participation, Benefits, ChallengesAbstract
This study examined the use of translanguaging in a multilingual senior high school classroom and explored how teachers and students perceive its benefits and challenges in relation to student participation. Grounded in the context of the Philippine senior high school setting, the research focused on Grade 12 Humanities and Social Sciences (HUMSS) students at Ilocos Norte National High School, Laoag City, Ilocos Norte, Philippines, during the first semester of the academic year 2024–2025. Using a phenomenological design, the study aimed to capture the lived experiences of participants regarding translanguaging practices in the classroom. Six participants were purposively selected, consisting of three HUMSS teachers and one student under each teacher. Data were collected through a validated structured interview guide and analyzed using thematic analysis. Findings revealed five major themes describing the perceived benefits of translanguaging: Cognitive and Academic Enhancement Supporting Classroom Participation, Affective Development and Confidence Building, Active Participation and Engagement, Inclusive and Equitable Learning Environment, and Language Development and Skills for Classroom Participation and Future Readiness. These findings indicate that translanguaging supports deeper understanding, strengthens confidence, increases classroom participation, promotes inclusivity, and enhances academic language skills. However, three major themes emerged regarding challenges: Linguistic Barriers and Code-Switching Difficulties, Challenges with Technical and Academic Terminology, and the Need for Guidance and Pedagogical Support. These findings suggest that while translanguaging enhances participation, its implementation requires intentional scaffolding and institutional support. Implications highlight the need for structured teacher training, supportive school policies, and deliberate classroom strategies to maximize the perceived benefits of translanguaging in multilingual educational settings.
References
Aki, M. T., & Theiss, K. (2025). The effect of translanguaging in a middle school science classroom. International Journal of Education in Mathematics, Science, and Technology, 13(6), 1509–1526. https://doi.org/10.46328/ijemst.5734
Bone, M. (2024, March 28). How to participate in class and why it’s important. Colleges of Distinction. https://collegesofdistinction.com/advice/how-to-participate-in-class-and-why-its-important/
Cahyanti, A. D., & Dharmawan, Y. Y. (2025). Reframing EFL classrooms students’ perspectives on translanguaging as a pedagogical strategy in Indonesian senior high school. Indonesian Journal of Teaching and Learning, 4(3), 197–206. https://doi.org/10.56855/intel.v4i3.1673
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342–354. https://doi.org/10.1177/00336882221082751
Chaika, O. (2023). Translanguaging in multilingual classrooms: A case study analysis. Philological Review, 1, 127–135. https://doi.org/10.31499/2415-8828.1.2023.281366
De Guzman, M. L. (2025). Breaking language barriers: The impact of translanguaging on student classroom engagement and ESL confidence among grade 7 students of Dr. Yanga’s Colleges Inc. American Journal of Education and Technology, 4(4), 90–103. https://doi.org/10.54536/ajet.v4i4.4969
Duterte, J. P., & Llorente, S. M. V. (2025). Bridging language and science: A systematic review of translanguaging in secondary ESL science classrooms. Journal of Innovative Research, 3(2), 1–7. https://doi.org/10.54536/jir.v3i2.4400
Elshafie, M., & Zhang, J. (2024). Pedagogical translanguaging in content areas: Exploring preservice teachers’ lesson plans for emergent bilinguals. Education Sciences, 14(7), Article 702. https://doi.org/10.3390/educsci14070702
Lauta, L. C., & Estremera, M. (2025). Code-switching in second language acquisition: A systematic literature review on benefits and challenges. ELE Reviews English Language Education Reviews, 5(1), 99–121. https://doi.org/10.22515/elereviews.v5i1.11666
Lemmi, C., & Pérez, G. (2023). Translanguaging in elementary science. International Journal of Science Education, 46(1), 1–27. https://doi.org/10.1080/09500693.2023.2185115
Mashala, M., & Sanders, D. A. (2025). The use of translanguaging to support the teaching of literacy: intermediate phase teachers’ perceptions. International Journal of Multilingualism, 22(4), 2876–2893. https://doi.org/10.1080/14790718.2025.2502949
Najarro, I. (2023, July 13). What is translanguaging and how is it used in the classroom? Education Week. https://www.edweek.org/teaching-learning/what-is-translanguaging-and-how-is-it-used-in-the-classroom/2023/07
Padchonga, N. F., Cosain, S. P., Calil, N. M. a. H., Betwag, A. K. M., & Pelila, J. R. O. (2025). Translanguaging as a Pedagogical tool in Asia: roles, challenges, opportunities, and effective practices. ETDC Indonesian Journal of Research and Educational Review, 4(4), 954–967. https://doi.org/10.51574/ijrer.v4i4.3040
Qureshi, M., & Al-Surmi, M. (2025). Translanguaging and second-language reading proficiency: A systematic review of effects and methodological rigor. Languages, 10(8), Article 200. https://doi.org/10.3390/languages10080200
Rijamil, S. A., Hermagustiana, I., Asih, Y. U., Susilo, S., & Limbong, E. (2025). Students’ perception of translanguaging practices in the Department of English Education, Mulawarman University. Ganaya Jurnal Ilmu Sosial dan Humaniora, 8(4), 58–65. https://doi.org/10.37329/ganaya.v8i4.4848
Sangeetha, S., & Sridhivya, D. (2025). The power of translanguaging: Theoretical insights and empirical evidence on language acquisition and social-emotional learning. Australian Journal of Applied Linguistics, 8(1), Article 102406. https://doi.org/10.29140/ajal.v8n1.102406
Tai, K. W. H. (2023). Documenting students’ conceptual understanding of second language vocabulary knowledge: a translanguaging analysis of classroom interactions in a primary English as a second language classroom for linguistically and culturally diverse students. Applied Linguistics Review, 15(6), 2775–2822. https://doi.org/10.1515/applirev-2023-0181
UNIS Communication Team. (2024, September 18). Translanguaging in the classroom: Definition & how to apply. United Nations International School of Hanoi. https://articles.unishanoi.org/translanguaging-in-the-classroom/
Wiryani, R. S., Luciana, L., & Prasatyo, B. A. (2025). Beyond language barriers: How translanguaging shapes pedagogical practice and students’ identity in Japanese higher education. Jurnal Pendidikan Progresif, 15(4), 2443–2462. https://doi.org/10.23960/jpp.v15i4.pp2443-2462
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Princess Yasmien G. Yago, Keira Elize Belle A. Agpaoa, Jasmine A. Diata Cruz
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
