A Review of Translanguaging as a Pedagogical Tool for Indigenous and Multilingual Learners’ Basic Education in the Philippines

This article examines translanguaging as a pedagogical tool in English language classrooms for Indigenous Peoples (IP) students through a narrative review of relevant local and international literature. The discussion highlights translanguaging pedagogy and its place in multilingual education in the Philippines, emphasizing its potential as a pedagogical approach while also addressing challenges in classroom implementation. The review further situates translanguaging within broader issues such as the teaching curriculum of English majors, the Philippines’ reputation in the international arena, and the impact of the COVID-19 pandemic on English language learning. Comparisons of pre-pandemic and post-pandemic learning achievements, along with persistent challenges in curriculum implementation and the realities faced by disadvantaged public school learners, are also considered. Overall, the reviewed literature underscores how translanguaging bridges cultural and linguistic differences, enhances learning in multilingual contexts, and contributes to more inclusive and effective teaching practices across diverse educational settings, highlighting its implications for curriculum alignment, teacher preparation, and equitable English language instruction in multilingual and Indigenous contexts.