Title: Examining the Differences Between Attitudes Toward Translanguaging and Language Positions Among Secondary English Teachers in Balingasag
Authors: Aliyah A. Acobo
Volume: 9
Issue: 5
Pages: 1-7
Publication Date: 2025/05/28
Abstract:
Understanding linguistic interplay inside the classroom is essential for delivering quality education. Thus, examining the teachers' attitudes toward translanguaging and their language positions can help determine the necessary educational policy adjustment, teacher training programs, and refine linguistic and pedagogical practices to promote inclusive education. However, there have been limited studies investigating public secondary teachers' perceived attitude and positions in translanguaging (Macawile & Plata, 2022). The main objective of this quantitative study was to explore the significant difference between secondary English language teachers' attitudes toward translanguaging and their language positions in Balingasag, Misamis Oriental, Philippines. Data were gathered by floating Translanguaging Attitudinal Survey (Fang & Liu, 2020) and Language Positions Survey Questionnaire (Anderson & Lightfoot, 2018). Findings revealed that secondary English teachers held neutral attitudes toward translanguaging across content-oriented, classroom-oriented, and student-oriented purposes. Majority of the respondents adopted a maximal language position of Macaro's (2001) continuum of perspective indicating strategic but limited use of the first language (L1). There were significant differences between language positions of respondents and their attitudes toward content-oriented and student-oriented translanguaging use, with more positive attitudes for those who had optimal language positions. There was no significant difference between classroom-oriented translanguaging attitudes. These findings underscore the need to encourage balanced language positions to facilitate inclusive and multilingual pedagogy. Teacher training and policy reinforcement are suggested by this research to empower educators to apply translanguaging practices congruent with the multilingual teaching context of the Philippines.