Translanguaging Beliefs and Practices of Tertiary Teachers in EFL Classrooms in the Philippines
DOI:
https://doi.org/10.53103/cjlls.v3i3.99Keywords:
Translanguaging, EFL, Translanguaging Stance, Translanguaging DesignAbstract
Generic qualitative method was used to explore the translanguaging beliefs and practices of tertiary EFL teachers in bilingual language classrooms across Davao de Oro. The results revealed that the participants have a positive translanguaging belief but still encourage their students to use the target language. Additionally, pieces of evidence of translanguaging practices were also found in various parts of the language lesson. Findings can be used as a basis for translanguaging that is already practiced in EFL classrooms but is not reflected in national and institutional policies.
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