TRANSLANGUAGING AS A PEDAGOGY: PRACTICES, ATTITUDES, BELIEFS, AND NEEDS OF ESL TEACHERS IN A BILINGUAL CONTEXT

This research investigated translanguaging as a pedagogical approach in bilingual classrooms within public secondary schools in Mauban, Quezon. Employing a mixed-methods design, it profiled ESL teachers, identified specific translanguaging practices, explored perceptions and attitudes toward translanguaging, and examined beliefs regarding its effectiveness in ESL instruction. Validated survey questionnaires and interview protocol were used to gather quantitative and qualitative data from ESL teachers. The study reveals significant patterns in ESL teacher distribution across schools, informing resource allocation and professional development initiatives. it elucidates prevalent translanguaging practices, showcasing teachers' commitment to creating inclusive learning environments by incorporating students' first language strategically. Positive perceptions and attitudes toward translanguaging are highlighted, recognizing its potential to enrich language learning outcomes and foster inclusivity. Embracing linguistic diversity and leveraging translanguaging strategies are emphasized to enhance language acquisition and cultural understanding in bilingual classrooms, contributing to broader discussions on ESL pedagogy and advocating for the integration of translanguaging practices to create supportive learning environments.