Translanguaging in multilingual elementary classrooms in the Philippines

Abstract

This article attempts to describe the translanguaging practices of third‐grade teachers and learners during English language teaching and learning, as well as the patterns and purposes the practices seek to achieve. Using nonparticipatory classroom observations, the study found that the participants produced at least three patterns where three languages were involved, and these patterns seem to allow learners to maximize their linguistic resources in discussions, in accomplishing assessment mechanisms and in keeping them on track for better understanding. With this, the study recommends legitimizing the said practice as it is not only consistent with multilinguals’ use of languages but also pedagogically beneficial for learning another language such as English.