Title: Taxonomy of Translanguaging in Pre-Service English Teacher Classrooms: Components, Reasons, and Functions
Authors: Mary Ann Charmaine O. Tapulayan-Dumana
Volume: 9
Issue: 6
Pages: 292-301
Publication Date: 2025/06/28
Abstract:
This qualitative study explored the translanguaging practices of six BSED English teaching interns in multilingual classrooms in Northern Mindanao, Philippines. Data were collected through classroom observations and semi-structured interviews and analyzed thematically to understand their translanguaging components, reasons, and functions. The findings revealed that the components of translanguaging used by interns are primarily translation and code-switching. Their primary motivations for using translanguaging were to facilitate meaning-making and comprehension, create inclusive learning environments, and address diverse student needs. Analysis through Jakobson's linguistic functions demonstrated that translanguaging enhanced understanding (referential), improved communication (phatic/conative), facilitated clarity (metalingual), and served pedagogical and socio-cultural purposes (emotive/poetic). The study concludes that translanguaging is a valuable pedagogical resource in this multilingual context and recommends integrating comprehensive translanguaging training in teacher education programs.