TITLE

Lived Experiences of Senior High School Teachers in Utilizing Translanguaging in Effective Communication Classes

AUTHOR

Ian David B. Bambilla
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: iandavidbambilla01@gmail.com

JOURNAL INFORMATION

QualiSearch Journal of Educational Research and Practice
Volume 2, Issue 3, March 2026
ISSN 3082-5636

DOI

DOI: Pending Crossref registration

ABSTRACT

This study examined the lived experiences of senior high school English teachers in utilizing translanguaging within Effective Communication classes in a multilingual Philippine context. Grounded in a phenomenological research design, the inquiry sought to capture how teachers interpret, enact, and navigate translanguaging practices amid institutional expectations and classroom realities. Ten purposively selected senior high school teachers participated in in-depth semi-structured interviews, generating rich narrative data reflective of their instructional experiences. Data were analyzed using phenomenological reduction and thematic analysis procedures, including the identification of significant statements, formulation of meaning units, clustering of themes, and synthesis of the essence of experience. The findings revealed seven interconnected themes: translanguaging as a pedagogical bridge, affirmation of linguistic identity and inclusion, adaptive instructional decision-making, facilitation of expression and idea generation, enhancement of communicative confidence and engagement, recognition of tensions and limitations, and transformative teacher learning. These themes indicate that translanguaging functions as both an instructional scaffold and a reflective pedagogical orientation that supports comprehension, participation, and inclusive learning in multilingual classrooms. Despite prevailing English-dominant policies, teachers demonstrated strategic adaptability in leveraging learners’ linguistic resources. The study contributes to the discourse on multilingual pedagogy by foregrounding teacher experiences as a basis for professional development. A context-responsive professional learning and training plan is proposed to strengthen translanguaging-informed instructional practices and institutional support mechanisms.

Keywords: Translanguaging, Phenomenology, Lived Experiences, Multilingual Pedagogy, Effective Communication, Teacher Reflection

CITATION (APA FORMAT)

Bambilla, I. D. B. (2026). Lived experiences of senior high school teachers in utilizing translanguaging in Effective Communication classes. QualiSearch Journal of Educational Research and Practice, 2(3).

Corresponding Author

Ian David B. Bambilla (iandavidbambilla01@gmail.com)

This article is licensed under a Creative Commons Attribution 4.0 International License.

Published: March 2026