Home⇛Student Journal of Technology and Educational Research⇛vol. 2 no. 1 (2025)

Translanguaging Practices in Oral Language Context: Designing Multilingual Instructional Tasks for Education Students

Daren John Lawi | Nicole-mae Molina | Joshua Pagaduan | Summer Respicio | Leslie Joy Rigor | Kherwyn Trinidad

Discipline: Education

 

Abstract:

The purpose of this study is to investigate how students engage and practice translanguaging during oral communication and to develop multilingual instructional tasks informed by these practices. Second-year undergraduate education students represent the respondents. Using a mixed-methods approach with a convergent parallel design, the study employs a survey to explore students’ perceptions of translanguaging in group presentations and discussions, along with its effects on their educational experiences. Discourse analysis of audio recordings and transcriptions examines students' translanguaging activities. Findings reveal that students consistently practice translanguaging to enhance comprehension and communication, with the intra-sentential type being the most prevalent. The study highlights the need to encourage congruent lexicalization and increase the use of translation and humor for various functions. Proposed multilingual instructional tasks include group activities utilizing multiple languages, peer translation exercises, role-playing scenarios, and oral presentations encouraging translanguaging. These tasks aim to foster inclusivity, motivation, and engagement while supporting communication, comprehension, and participation.



References:

  1. Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Multilingual Matters. https://www.researchgate.net/publication/234666882_Foundations_of_Bilingual_Education_and_Bilingualism_Third_Edition_Bilingual_Education_and_Bilingualism_27 
  2. Canagarajah, A. S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. In B. H. S. e. a. (Ed.), Multilingual education: Between language learning and translanguaging (pp. 103-119). Cambridge University Press.
  3. Carroll, K. S., & Sambolín Morales, A. N. (2016). Using university students’ L1 as a resource: Translanguaging in a Puerto Rican ESL classroom. Bilingual Research Journal, 39(3-4), 248– 262. https://doi.org/10.1080/15235882.2016.1240114 
  4. Cenoz, J. & Gorter, D. (2011). A holistic approach to multilingual education: Introduction. The Modern Language Journal, 95(3), 339–343. 
  5. Cenoz, J., & Gorter, D. (2021). Translanguaging and the role of language in multilingual education. Journal of Multilingual and Multicultural Development.
  6. Cox, M. (2020). The role of examples in learning and teaching. Teaching in Higher Education.
  7. Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal, 94(1), 103–115. https://doi.org/10.1111/j.1540-4781.2010.01071.x 
  8. Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study.
  9. De Los Reyes, A. (2019). Translanguaging practices in the classroom: Creating a supportive environment for bilingual learners. Bilingual Research Journal, 42(2), 169-184.
  10. García, O. (2009). Bilingual Education in the 21st Century: A global perspective. Malden/Oxford: Wiley/Blackwell.
  11. García, O., & Kleyn, T. (2022). Translanguaging with multilingual learners: A transformative approach to teaching and learning. Teachers College Press.
  12. García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765  
  13. García, O., & Wei, L. (2014). Translanguaging, bilingualism, and bilingual education. In W. Wright, S.Boun, & O. García (Eds.),The handbook of bilingual and multilingual education(pp. 223–240). Malden, MA: Wiley-Blackwell. García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon Publishing.
  14. González, N. (2009). Community cultural wealth: A theoretical framework for understanding the cultural wealth of communities of color. In E. M. Lee, R. A. Hodge, & M. A. Johnson (Eds.), Race, culture, and education: The selected works of Norma González (pp. 87-111). Routledge.
  15. Hornberger, N. H., & Link, H. (2012), Translanguaging and Translingualism: Language and Literacy in the New Multilingual World. International Journal of Multilingualism, 9(3), 259-276.
  16. Huang, Y. (2018), Culturally responsive teaching and translanguaging: A new approach to multilingual education. Journal of Language, Identity & Education, 17(4), 260-274. International Multilingual Research Journal, 16(2), 136–147. https://doi.org/10.1080/19313152.2021.1985692 
  17. Lewis, G., Jones, B., & Baker, C. (2012).  Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654.  https://doi.org/10.1080/13803611.2012.718488 
  18. Lewis, M. P., Simons, G. F., & Fennig, C. D. (2013). Ethnologue: Languages of the world (17th ed.). SIL International. https://www.ethnologue.com 
  19. Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–320090. https://doi.org/10.1093/applin/amx039  
  20. Macaro, E. (2018). Language teaching methods: An overview. Oxford University Press.
  21. MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. https://doi.org/10.3102/0002831216683935 
  22. Martin, D. (2017). Inclusive education for the 21st century: A research-driven framework for creating inclusive learning environments. Routledge.
  23. Muysken, P. (2000). Bilingual speech: A typology of code-mixing. Cambridge University Press.
  24. Novianti, W. (2003). The Use of Code Switching in Twitter. A Case Study in English Education Department. 2. 1-10
  25. Pérez-Llantada, C. (2021). English-medium instruction and translanguaging practices in higher education: Conceptualization and pedagogical implications. System, 99, 102511.
  26. Putrawan, I. (2022). Investigating congruent lexicalization in multilingual classrooms: Challenges and implications. Journal of Multilingual Education Research, 12(2), 45-59.
  27. Otheguy, R., Garcia, O., and Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307
  28. Sayer, P. (2013). Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47(1), 63-88.
  29. Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
  30. Vogel, S., & García, O. (2017). Translanguaging. Oxford Research Encyclopedia of Education, January 1–21. https://doi.org/10.1093/acrefore/978019026409 3.013.181 
  31. Wei, L. (2011). Complexities of translanguaging: Tolerance, flexibility and ad hoc languaging. In A. J. K. Swain, C. A. Snyder, & H. W. Chan (Eds.), Bilingual Education: An Introductory Reader (pp. 82-97). Routledge. https://doi.org/10.4324/9780203136635 
  32. Wei, L. (2018). Translanguaging as a practical resource in the classroom: Research and practice in the UK. In A. Creese, E. V. B. P. G. (Eds.), The Routledge Handbook of Language and Intercultural Communication (pp. 266-281). Routledge. https://doi.org/10.4324/9781315731556 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic