GROUNDED THEORY-BASED INTERACTION ANALYSIS OF TRANSLANGUAGING PRACTICE IN ENGLISH CLASSES

Abstract

This study investigates the role and impact of translanguaging in multilingual English language classrooms within the Nueva Segovia Archdiocesan Catholic Schools (NUSACS) in the Philippines. Amidst a shifting policy environment that now designates Filipino and English as primary media of instruction, this research addresses the gap in understanding how translanguaging practices are enacted and how they influence meaning construction and learners engagement. Employing a qualitative research design anchored in Constructivist Grounded Theory (CGT), the study analyzed data from teacher interviews and classroom observations. The findings reveal that translanguaging serves as a crucial pedagogical mechanism, mediating the interaction between teachers' instructional strategies and learners learning experiences. Teachers strategically employ translanguaging through practices such as vocabulary translation, bilingual explanations, mixed-language discussions, and allowing initial idea formulation in learners first languages (Filipino and Ilocano). These strategies facilitate the co-construction of meaning, enhance comprehension of complex concepts, and increase student participation by reducing language anxiety and fostering communicative confidence. The emergent grounded theory, "Translanguaging-Mediated Classroom Engagement Theory," posits that translanguaging is not merely a linguistic accommodation but a deliberate pedagogical approach that leverages learner’s full linguistic repertoires to support both understanding and engagement in English language learning. The study concludes that translanguaging is a vital practice for creating inclusive and effective learning environments in multilingual contexts, offering practical insights for teacher development and classroom language policy.