Bridging Inclusivity through Translanguaging Practices

Abstract

The study explored the practices, impacts, challenges, and opportunities of translanguaging in bridging inclusivity in online learning space. It aims to identify how the teachers utilized translanguaging to bridge linguistic diversities and engagement. Using a descriptive qualitative were gathered through focus- group discussion to eighteen (18) language teachers. Findings reveal that teachers perceive translanguaging as a beneficial pedagogical tool in online learning space to enhance participation, reduces language anxiety, and facilitates comprehension, and vocabulary acquisition. Teachers recognize the significant influence of translanguaging beliefs on the strategies used in online multilingual classrooms. Moreover, code-switching identified as the most prevalent practice. Despite the positive perceptions on translanguaging, challenges such as limited resources, curriculum constraints, and varying language proficiencies were identified. Nonetheless, participants recognize the significant opportunities brought by translanguaging to promote inclusivity and diversity.