The use of translanguaging in improving 11th grade senior high school students’ engagement in class discussion

Abstract

Language is more than a tool for communication; it is also a bridge to identity, culture, and learning. In multilingual classrooms, relying solely on English often restricts students’ voices and limits their participation. This study explored translanguaging, or the purposeful use of students’ home languages alongside English, as a strategy to enhance engagement in a Grade 11 21st Century Literature class at a private university in Iloilo City. Anchored on Vygotsky’s Sociocultural Theory and Schlechty’s Student Engagement Continuum, the research employed a quantitative one-group pre–post observation design with thirty purposively selected students. Data were gathered through classroom observations using a validated checklist that measured levels of effort, initiative, attentiveness, and disruptive behavior. The pre-observation phase was conducted under English-only instruction, while the post-observation allowed translanguaging practices. Data were systematically tallied and analyzed using descriptive statistics (mean and standard deviation) and the Wilcoxon Signed-Rank Test to compare engagement levels before and after the intervention. Findings revealed a significant improvement in student engagement after translanguaging was introduced. While students initially showed strategic compliance, post-observation results demonstrated a clear shift toward authentic engagement, with most participants actively contributing ideas, demonstrating attentiveness, and engaging more confidently in discussions. The absence of negative ranks in the statistical analysis confirmed that no decline in engagement occurred. This study affirms translanguaging as more than a language practice; it is a culturally responsive pedagogy that validates learners’ identities, reduces barriers, and nurtures inclusive participation. For educators, it offers a pathway to bridge academic content with lived experiences, while for policymakers, it highlights the value of embracing multilingualism in fostering equity, comprehension, and authentic learning.