Investigating the roles of translanguaging in fostering expressive learning among multilingual senior high school learners

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