Translanguaging Practices of English Teachers in Senior High School TVL Track

Abstract

Translanguaging has become the essential pedagogical practice in multilingual classrooms in the Philippines, particularly in the Technical Vocational Livelihood (TVL) Track in Senior High School where learners often struggle with English instruction. Understanding how teachers utilized translanguaging to address comprehension, engagement, and language development were crucial in improving instructional effectiveness. However, limited research explores on translanguaging practices from the perspective of teachers who are teaching TVL learners. This study investigated the translanguaging practices, challenges, and insights of English teachers in Senior High School TVL Track. Using a qualitative case study grounded in constructivism of eight purposively selected teachers from Sto. Tomas, Davao del Norte who were assigned to teach in Senior High School TVL track. Data were collected through in-depth interviews and analyzed through thematic analysis. The findings showed that teachers used translanguaging by integrating L1 to support comprehension, facilitate expression, develop language skills, and connect lessons to real-life contexts. However, they faced challenges such as overreliance on L1, limited English proficiency, time constraints, and conflicts with English-only policies. Despite these, teachers believed translanguaging enhances student engagement, confidence, and inclusivity while recognizing learners’ identities. The study concludes that translanguaging is essential in TVL contexts and calls for flexible language policies and stronger institutional support.