Exploring Translanguaging In A Multilingual Classroom: A Parent and Student Perspective

AUTHOR(S)

ANABELLA A. LIBRADILLA

ABSTRACT

—— This study aimed to address a gap identified by previous research by exploring the perspectives of parents and students regarding the implementation of translanguaging practices in multilingual classroom settings. Using purposive sampling techniques, five Filipino parents whose children are enrolled in a multilingual classroom and five students who have experienced translanguaging in their classroom were interviewed to understand their experience, challenges, and perspectives on the use of translanguaging in the classroom. From the data gathering conducted, it was found that students find the use of translanguaging in the classroom as a means to facilitate learning, create classroom culture, and expand the linguistic abilities of students. While the perceived challenges in the use of translanguaging include difficulty navigating different languages, the presence of comprehension gaps, lack of learning resources to bridge such gaps, and resistance from traditional educators, students recognize that overcoming these challenges is part of the learning process. Generally, all the interviewed parents agree on the positive influence of translanguaging on the learning of their students. These findings highlight that despite the challenges in its implementation, the positive reception of translanguaging in multilingual classrooms by both students and parents made them believe that these can be worked on as these are all part of the learning process. Keywords — Translanguaging, multilingual classroom, code-switching, mother-tongue, first language, second language