Students’ Perceptions toward the Use of Translanguaging in English Classrooms
DOI:
https://doi.org/10.54923/jllce.v7i1.235Keywords:
Students’ perceptions, translanguaging, socio-cultural theoryAbstract
The goal of this study is to determine students’ perceptions of the use of translanguaging. Translanguaging refers to the use of two or more languages in the classroom. This study was guided by two theories: Translanguaging Theory by García and Wei and Sociocultural Theory by Lev Vygotsky, both of which explain students’ perceptions of translanguaging practices, specifically in English classrooms. This study used a mixed-methods approach involving 20 Grade 12 HUMSS students enrolled during the 2025–2026 school year at MSU-MSHS, located in Marawi City, Lanao del Sur. The quantitative component used a Likert-scale questionnaire to explore students’ perceptions of translanguaging, while the qualitative component used interviews to determine the factors that contribute to these perceptions. The quantitative findings showed an overall weighted mean of 3.48, interpreted as “Agree,” indicating that students commonly use translanguaging in classroom activities. Meanwhile, students’ perceptions of translanguaging obtained an overall weighted mean of 3.88, also interpreted as “Agree,” indicating that the respondents generally have positive attitudes toward translanguaging in the classroom. The qualitative findings identified four factors contributing to students’ perceptions of translanguaging: personal, linguistic, emotional, and social factors. These findings show that students’ perceptions are associated with their individual needs, language experiences, feelings, and social interactions in English classrooms.
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