Title: Implementing Translanguaging: Teachers' Lived Experiences Under an Implicit English-Only Policy
Authors: Jay Madonna T. Ganas Bukidnon State University Bukidnon, Philippines jayjan@gmail.com
Volume: 9
Issue: 5
Pages: 208-214
Publication Date: 2025/05/28
Abstract:
This study explores how senior high school English teachers in the Philippines implement translanguaging within classrooms governed by implicit English-Only Policies (EOPs). Using a qualitative hermeneutic phenomenological approach, in-depth interviews were conducted with five purposively selected teachers to understand how they negotiate their roles, respond to institutional constraints, and perceive translanguaging as a pedagogical tool. Findings reveal that implicit EOPs operate as a hidden curriculum reinforced by peer influence and professional identity, creating emotional conflicts and internalized policy norms for teachers. Despite these challenges, translanguaging is widely employed to clarify complex concepts, enhance engagement, and differentiate instruction through adaptive strategies like incremental English use and strategic code-switching. However, a lack of institutional support leaves teachers isolated in their decision-making. The study concludes that while translanguaging holds significant pedagogical value, implicit EOPs generate tensions requiring teachers to exercise agency and ethical judgment to balance policy compliance with effective teaching. Institutional recognition and support for translanguaging are essential to align policy with classroom realities.