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All Journal Adabuna: Jurnal Pendidikan dan Pemikiran Journal of English Language and Pedagogy (JELPA)
Villamor, Sonny
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Unheard Story of a Last-Mile Teacher: Translanguaging in English Language Teaching Villamor, Sonny
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 4 No 2 (2025): June
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v4i2.2590

Abstract

Translanguaging has emerged as a significant pedagogical approach in multilingual classrooms, allowing learners to fluidly navigate between languages to enhance comprehension and engagement. In linguistically diverse settings, particularly those involving indigenous learners, translanguaging serves as a bridge between students’ home languages and the target language, fostering more inclusive and effective learning experiences. This study explores an English teacher’s perceptions, applications, and challenges in implementing translanguaging in a multilingual classroom. Using a narrative qualitative approach and purposive sampling, the study focused on an English teacher at Hinandayan National High School, Agusan del Norte, who has experience teaching Higaonon learners. Thematic analysis was employed to examine the data. Findings indicate that while the teacher perceives translanguaging as beneficial for enhancing learners' comprehension, some students still struggle to improve their English academic performance. The teacher frequently relied on translation to facilitate understanding, yet specific translanguaging strategies were not explicitly employed due to a lack of formal training. A major challenge arose in writing activities, as learners preferred to use their mother tongue, requiring the teacher to reinforce the importance of English usage. The study recommends selectively integrating translanguaging for learners struggling with English comprehension and providing teachers with specialized training to maximize its effectiveness.
English Language Learning Anxieties of Last-Mile Learners As A Basis for Developing The V.O.I.C.E. Framework Villamor, Sonny; Saranza, Rennie C.
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1552

Abstract

Anxiety is a significant factor affecting learners' language performance. Hence, this study aimed to explore the anxieties that last-mile learners experienced when learning English using a phenomenological approach to qualitative research. Eight Grade 7 participants were selected through purposive and convenience sampling for in-depth interviews, given their accessibility and availability within the school setting. Thematic analysis was employed to analyze the data collected. Findings revealed that last-mile learners experienced both positive and negative aspects of English language learning. The negative aspects included inadequate English language proficiency, fear of making mistakes, inability to answer questions, and fear of embarrassment, particularly during speaking tasks and assessments. To cope with these, learners employed various strategies, such as emotional regulation, seeking social support from peers and teachers, and engaging in academic practices like self-study and repetition. In response to the findings, the V.O.I.C.E. Framework was developed to address English language learning anxiety. The study recommends that English instruction be made more interactive, inclusive, and learner-centered to reduce anxiety and enhance student engagement. Future research is encouraged to examine this phenomenon further to uncover deeper insights and inform effective educational interventions.
Co-Authors Saranza, Rennie C.