Translanguaging Practices: Bridging Filipino-English and Mother Tongue-Based in Early Grade Classrooms

Abstract

This study examined teachers' perceptions and classroom practices of translanguaging in early-grade multilingual classrooms. Using a descriptive mixed-methods design, it was conducted in kindergarten to Grade 3 classrooms across Districts 1, 2, 4, and 5 of the Ozamiz City Division, with teachers as respondents. Surveys provided quantitative data to identify general patterns in translanguaging use, while interviews offered qualitative insights into teachers' experiences, challenges, and strategies. Findings revealed that teachers viewed translanguaging as an effective approach to help learners understand lessons, stay engaged, and communicate confidently, while honoring their cultural and linguistic identities. Challenges such as time management, differences in learners' language abilities, limited training, and parental misconceptions were addressed through thoughtful lesson planning, scaffolding, multimodal teaching, collaboration, and parental involvement. The study highlighted that ongoing professional development, school support, and strong home- school partnerships contribute to more effective and meaningful implementation of translanguaging in early-grade classrooms.