Pedagogical Translanguaging Realities in the Classroom: Teachers' Practices, Perceptions, and Awareness

This study investigated the translanguaging practices, perceptions, and awareness of five (5) Senior High School (SHS) teachers at Pimbalayan National High School (PNHS). This study is qualitative research design that employed phenomenological approach to fathom the depth of the participants' lived experiences The researchers utilized classroom observations, semi-structured questionnaires, and field notes as primary data collection methods. Using a thematic analysis adapted and modified from the methodologies of Braun and Clarke (2016) and Boyatzis (1998), the researchers followed the steps of thematic analysis, including open coding, axial coding, and selective coding. The researchers found that the teachers utilized translanguaging for collaborative learning and facilitation of instruction, such as giving examples and directions, translation, and assessments. While other teachers perceived translanguaging as beneficial, others perceived it as detrimental, especially in expanding vocabularies in the target languages. Moreover, some teachers were fully aware of what translanguaging is all about and acknowledged its significance in teaching, while others were practicing it unknowingly.