TRANSLANGUAGE

Translanguaging Practices in Oral Language Context: Designing Multilingual Instructional Tasks for Education Students

Daren John B. Lawi, Nicole-Mae D. Molina, Joshua D. Pagaduan, Summer R. Respicio, Leslie Joy P. Rigor,

Kherwyn S. Trinidad

Bachelor of Secondary Education-English, Isabela State University-Echague Campus

DOI: https://doi.org/10.65141/sjter.v2i1n9

ABSTRACTThe purpose of this study is to investigate how students engage and practice translanguaging during oral communication and to develop multilingual instructional tasks informed by these practices. Second-year undergraduate education students represent the respondents. Using a mixed-methods approach with a convergent parallel design, the study employs a survey to explore students’ perceptions of translanguaging in group presentations and discussions, along with its effects on their educational experiences. Discourse analysis of audio recordings and transcriptions examines students' translanguaging activities. Findings reveal that students consistently practice translanguaging to enhance comprehension and communication, with the intra-sentential type being the most prevalent. The study highlights the need to encourage congruent lexicalization and increase the use of translation and humor for various functions. Proposed multilingual instructional tasks include group activities utilizing multiple languages, peer translation exercises, role-playing scenarios, and oral presentations encouraging translanguaging. These tasks aim to foster inclusivity, motivation, and engagement while supporting communication, comprehension, and participation.

Keywords: Translanguaging, comprehension, inclusivity, motivation, communication, participation

Cite this Paper

Lawi, D. J., Molina, N.-M., Pagaduan, J., Respicio, S., Rigor, L. J., & Trinidad, K. (2025). Translanguaging Practices in Oral Language Context: Designing Multilingual Instructional Tasks for Education Students. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 109–122. https://doi.org/10.65141/sjter.v2i1n9

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