Investigating the roles of translanguaging in fostering expressive learning among multilingual senior high school learners
Year: 2025
Type: article
Abstract: This study explores how translanguaging shapes the expressive learning experiences of Grade 12 students at Divine Word College of Laoag-High School Department. It examines the pedagogical potential of translanguaging in enhancing communication, reducing language-related anxiety, and fostering student confidence in multilingual classrooms. Employing a descriptive qualitative design through a phenomenological approach, fifteen students from the STEM, HUMSS, and ABM strands were purposively selected based on their engagement in multilingual classroom interactions. Data were gathered using open-ended structured questionnaires and analyzed thematically to identify emergent patterns in students’ perceptions. The findings revealed that translanguaging played a vital role in classroom expression through three core functions: boosting expressive confidence, enhancing clarity and expression, and creating inclusive, responsive learning spaces. These findings suggest that when implemented purposefully, translanguaging can enhance expressive learning and foster a psychologically safe space for multilingual learners. The study recommends integrating translanguaging practices into instructional frameworks to support equity and engagement in linguistically diverse classrooms. Keywords: translanguaging, expressive learning, multilingualism, inclusive education
Author: Ma. Reinakleire Czarina Yago
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414622114
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