Pre-service Teachers’ Experiences With Multilingual Practices in Bontoc (Philippines): Learning to Value a Thoughtful and Agentive Approach to Translanguaging

Karanasan ng mga Pre-service Teacher sa Multilingguwal na Praktika sa Bontoc (Pilipinas): Pagkatutong Pahalagahan ang Mapanlikha at Makahulugang Lapit sa Translanguaging

Autores/as

  • Dr. Mark Preston S. López Mountain Province State Polytechnic College
  • Dr. Patricia Martínez-Álvarez Teachers College, Columbia University
  • Dr. Willow F. Pangket-Rosario Mountain Province State Polytechnic College
  • Dr. Peggygail Puma-at Mountain Province State Polytechnic College
  • Suzelle Henra Wangwang Mountain Province State Polytechnic College

Palabras clave:

Teacher preparation, bilingual education, translanguaging, cultural-historical activity theory (CHAT), Edukasyong pangguro, bilingguwal na edukasyon, pagpapalit ng wika, teorya ng cultural-historical na kaganapan

Resumen

Recent bilingual education literature extensively discusses translanguaging as a pedagogical tool to advance the language of minoritized children who speak languages other than English in school and at home. However, multilingual translanguaging frameworks remain underexamined with regards to tertiary education institutions connected to schools. The current qualitative case study investigates how pre-service teachers (PSTs) describe and interpret the multilingual practices used in their student teaching contexts and the possible challenges and opportunities they encounter. We used cultural-historical activity theory (CHAT) and a holistic bilingual translanguaging lens to investigate the phenomenon. Findings revealed tensions and possibilities that help better understand the pedagogical potential of translanguaging in this highly multilingual Philippine area and that hold implications for bilingual education contexts in the U.S. and other parts of the world.

Sa kasalukuyang literatura ng edukasyong bilingguwal, malawakang tinatalakay ang translanguaging bilang isang pedagogikal na kasangkapan upang paunlarin ang wika ng mga batang kabilang sa mga minoryang grupo na nagsasalita ng mga wikang iba sa Ingles, kapwa sa tahanan at sa paaralan. Gayunpaman, ang mga balangkas ng multilingual translanguaging ay nananatiling kulang sa pagsusuri sa konteksto ng mga institusyon ng tersyaryang edukasyon na may ugnayan sa mga paaralan. Sinisiyasat ng kasalukuyang kwalitatibong case study kung paano inilalarawan at binibigyang-kahulugan ng mga pre-service teachers (PSTs) ang mga multilinggwal na praktika sa kanilang mga kontekstong pang-pagtuturo at ang mga posibleng hamon at oportunidad na kanilang nararanasan. Gumamit kami ng cultural-historical activity theory (CHAT) at isang holistikong pananaw sa bilingguwal na translanguaging upang pag-aralan ang penomenong ito. Ipinakita ng mga natuklasan ang mga tensyon at posibilidad na makatutulong upang mas maunawaan ang pedagogikal na potensyal ng translanguaging sa isang lubhang multilinggwal na lugar sa Pilipinas, at may mga implikasyon ito para sa mga kontekstong bilingguwal sa Estados Unidos at iba pang bahagi ng mundo.

Biografía del autor/a

Dr. Mark Preston S. López, Mountain Province State Polytechnic College

Mark Preston S. López is a Full Professor, affiliated with the School of Teacher Education and the School of Advanced Education, at Mountain Province State University, Bontoc, Mountain Province, The Philippines. He holds a Ph.D. in Curriculum & Instruction from the University of Florida, USA through a Fulbright grant and a Master in Gender and Cultural Studies from Simmons University, USA through a Ford Foundation Fellowship. Dr. López has published studies on curriculum and pedagogy using critical frameworks, English language education, bilingual and multilingual education, linguistically responsive teaching, and teacher professional development in journals such as TESOL Quarterly, Language Teaching Research, Journal for Critical Education Policy Studies, International Journal of Multilingualism, among others.

Dr. Patricia Martínez-Álvarez, Teachers College, Columbia University

Patricia Martínez-Álvarez is an Associate Professor of Bilingual/Bicultural Education at Teachers College, Columbia University (USA). Her research examines the intersection of bilingualism/biculturalism and disability through cultural historical lenses. Dr. Martínez-Álvarez's research exposes the educational inequities that bilingual children with disabilities experience and advances the preparation of teachers for inclusive bilingual education. Dr. Martínez-Álvarez is co-editor in chief of Exceptional Children and associate editor of Teachers College Record. Her publications include her 2022 book Teacher Education for Inclusive Bilingual Contexts and her 2023 book Teaching Emergent Bilingual Students with Dis/Abilities. She has also published in venues such as Bilingual Research Journal, Curriculum Inquiry, Equity & Excellence in Education, Journal of Teacher Education, Race Ethnicity and Education, and Teachers College Record.

Dr. Willow F. Pangket-Rosario, Mountain Province State Polytechnic College

Willow F. Pangket-Rosario has been a dedicated educator at the tertiary level in Bontoc, Mountain Province, The Philippines since 2010. She joined the School of Advanced Education at Mountain Province State University (MPSU) in 2017. Throughout her career, she has focused on promoting academic excellence and inspiring the next generation of language educators. Her research contributions to the field are evidenced by numerous publications in international peer-reviewed journals that highlight her innovative approaches to language education. Dr. Pangket-Rosario has participated in various conferences, where she has shared insights and findings relevant to language education, earning recognition and numerous awards for her contributions. Passionate about collaboration, she seeks to work alongside fellow faculty members to enrich students' educational experiences and strengthen the academic community.

Dr. Peggygail Puma-at, Mountain Province State Polytechnic College

Peggygail K. Puma-At holds a Ph.D. in Language Education from the University of the Cordilleras, The Philippines. She is currently a faculty member at the Mountain Province State University, teaching English and Social Studies subjects. With expertise in language education, Dr. Puma-at is committed to integrating innovative and effective teaching methodologies that cater to the diverse learning needs of her students.

Suzelle Henra Wangwang, Mountain Province State Polytechnic College

Suzelle Henra Chomapoy-Wangwang is an experienced English teacher with 7 years of teaching in mainstream classrooms, ESL online tutorial, and one-on-one sessions in Bontoc, Mountain Province, The Philippines. As the self-published author of Teaching and Assessment in ESL Classrooms, she is passionate about helping students connect with the world through appropriate language and empathy. Dedicated to innovative teaching strategies. Suzelle continually explores new ways to engage today’s learners effectively. Beyond teaching, she enjoys the performing arts and woodcraft as creative outlets. With a deep commitment to education, she strives to empower students with the skills they need to communicate confidently and meaningfully.

Descargas

Publicado

2025-09-15

Cómo citar

López, D. M. P. S., Martínez-Álvarez, D. P., Pangket-Rosario, D. W. F., Puma-at, D. P., & Wangwang, S. H. (2025). Pre-service Teachers’ Experiences With Multilingual Practices in Bontoc (Philippines): Learning to Value a Thoughtful and Agentive Approach to Translanguaging: Karanasan ng mga Pre-service Teacher sa Multilingguwal na Praktika sa Bontoc (Pilipinas): Pagkatutong Pahalagahan ang Mapanlikha at Makahulugang Lapit sa Translanguaging . Bilingual Review Revista Bilingüe , 37(2), 109–137. Recuperado a partir de https://bilingualreviewjournal.org/index.php/br/article/view/537

Número

Vol. 37 Núm. 2 (2025): Bi-/multilingual Education Around the World: Advances in the International and Comparative Dialogue

Sección

Research and Criticism / Investigaciones y Crítica