Translanguaging for Empowerment and Equity : Language Practices in Philippine Education and Other Public Spaces

This book investigates how translanguaging is employed for pedagogical purposes and describes how speakers use translanguaging in specific multilingual contexts. It examines the beliefs and perceptions that shape translanguaging in different public spaces and interrogates the notion of translanguaging through the lens of various Philippine public spaces. This book also focuses on the breakthroughs that may be achieved through translanguaging in the academic field and other domains. It presents studies conducted in the Philippines, a multilingual and post-colonial setting where many multilingual speakers engage in translanguaging practices while recognizing the significance of each language in their communication repertoire in expressing their ideas and identities. It provides insights and knowledge on the current language practices in basic and tertiary education and offers more information about the crucial role of translanguaging in the government, media, and church domains in the Philippines. While this book mainly covers the use of translanguaging in various domains in the Philippines, it remains relevant to other multilingual societies around the world. Being a highly multilingual society, the Philippines serves as a global case study for understanding multilingualism. This book demonstrates how blocks to translanguaging may be overcome and explores possibilities that may be considered in introducing it as an effective pedagogical and communication tool. It emphasizes the importance of recognizing the translingual paradigm as a strong force that has been adopted by multilingual language users to promote empowerment and equity. Foreword and Introduction Preface Acknowledgments Contents Editors and Contributors Abbreviations Part I Philippine Education 1 Translanguaging in Multicultural Classrooms: Discoveries, Dilemmas, and Directions Introduction Speak in Straight English: Kinalakihan at Kinagawian The English Only Policy in the Philippines: Noon at Ngayon The Monolingual Orientation: Hadlang at Harang Discoveries Discoveries in Multilingual Classrooms: Daan at Daluyan Dilemmas Crossroads in Teaching Multicultural Learners: Pasan at Pasakit Directions Innovations in Educating Students in the 21st Century: Tulay at Tawiran The 5 Ts Framework and Its Applications in Multicultural Classrooms Tenets Targets Texts Tasks Translanguaging Sample Lesson Outline Conclusion References 2 Prospects for Translingual Pedagogy in MTB-MLE Introduction Road to MTB-MLE: Language-In-Education Policies in the Philippines Challenges of MTB-MLE Implementation Assessment and Language Use Materials and Funding Teacher Training Language Attitudes Translanguaging Views Everyday Translanguaging as a Pedagogy Conclusion References 3 Assessing Language Attitudes Towards Translanguaging of Young Adult Learners in a Multilingual Setting Introduction Language Attitudes Language Attitude and Gender Language Attitude and Socioeconomic Status Language Attitude and Language Learning Translanguaging Translanguaging in the Academic Setting Translanguaging in the Multilingual Setting Translanguaging and the Learners Synthesis Framework Scope and Limitation This Study Design Setting Participants Data Gathering and Ethical Considerations Instruments Data Analysis Results and Discussion Respondents’ Attitude Towards Translanguaging Respondents’ Attitude Towards Translanguaging Across Gender Respondents’ Attitude Towards Translanguaging Across Socioeconomic Status Respondents’ Attitude Towards Translanguaging and Number of Languages Spoken Conclusion Implications References 4 A Space for Myself and My Language: University Students’ Translanguaging Practices and Agency Introduction Writing in the Second Language (L2) Classroom The Teaching of Writing in a Second Language and Multilingual Context The Role of Translanguaging in Language Learning The Importance of Student Agency in Language Learning Promoting Student Agency in the Writing Class Through Translanguaging The Study Design Participants Data Gathering and Ethical Considerations Results and Discussion Languages Used by the Participants in Pre-writing Activities Translanguaging in Writing as Shifting of Codes and Modes Participants’ Reasons for Translanguaging Enacting Student Agency Through Translanguaging Conclusion References 5 Translanguaging in Transgressive Schoolscapes in the Philippines Introduction University Spacings and Transgressive Schoolscaping Transgression, Spatial Narration, and Translanguaging Translanguaging and Transgressive Positionalities and Subjectivities The University as an Anti-Graffiti Regime Conclusion: Translanguaging, Education, and Social Justice References Part II Other Public Spaces 6 Translanguaging in Local Language-Medium News Broadcasts in Southern Philippines Introduction Languages and Mass Media in the Philippines Translanguaging in Mass Media in Multilingual Settings This Study Design and Objectives Setting Data Collection, Analysis, and Ethical Considerations Results and Discussion Translanguaging to Provide Chabacano with Names for Foreign Matters Translanguaging to Make News Delivery More Efficient Translanguaging to Make News More Accessible Conclusion References 7 Translanguaging in the Zamboangueño Multilingual Context: Maintaining Objectivity in Radio Broadcast News Interviews Introduction The Sociolinguistic Situation of Zamboangueño Chabacano Multilingualism and Translanguaging Neutrality and Adversarialness in Broadcast Talk Frameworks This Study Research Design Research Data and Setting Data Gathering and Ethical Considerations Results and Discussion Footing Shifts to Maintain Neutrality Adversarial Stance Maintaining Objectivity Translanguaged Broadcast Talk Conclusion Appendix: Transcription System References 8 Translanguaging in Linguistic Landscapes of Philippine Regional Trial Courts: A Qualitative Inquiry Introduction Research Directions in Translanguaging The Challenge of English and Legal Discourse in the Philippines Translanguaging and Linguistic Landscapes Method Setting Data Collection and Analysis Results and Discussion Overview of RTC Signs Translanguaging and Communicative Functions Conclusion References 9 The Role of Local Languages in Public Spaces: Investigating the Functions of Translanguaging in Homilies Introduction Translanguaging: Origins and Context Homilies as a Discourse Multilingualism in Homilies This Study Design and Setting Participant and Instruments Data Gathering and Ethical Considerations Data Analysis Results and Discussion Translanguaging Instances from Homily Summary Conclusion References Part III Translanguaging and Promoting Linguistic Human Rights 10 Foregrounding the Ordinariness of Translingualism in Philippine Education: Towards Equitable Assessment for Multilingual Learners Introduction Suppressing Linguistic Diversity: Coloniality of English and Filipino Defining Multilingualism and Translanguaging The Ordinariness of Translanguaging in Philippine Classrooms Moving Towards Equitable Assessment for Multilingual Learners Normalizing Translanguaging and Translanguaging as Epistemology Key Features in Developing Equitable Curriculum and Assessment Conclusion References 11 Investing in Translanguaging Practices and Claiming the Right to Speak Introduction Investment and Translanguaging Inequality and the Legitimate Speaker Case Study Identity, Agency and Legitimacy Translanguaging as Resistance The Play The Video Claiming the Right to Speak References 12 Translanguaging in Multilingual Local and Global Spaces: Summary and Conclusion Introduction Translanguaging in Today’s Academic Sphere Translanguaging in the World’s Various Public Spaces Conclusion References