Translanguaging Practices and Learners’ Engagement, Linguistic and Para-Linguistic Competencies in English

In the dynamic global communication landscape, authentic classroom languages emerged as pivotal lingua franca, facilitating cross-cultural interactions and access to knowledge and opportunities. Proficiency in English, regional and the vernaculars, encompassing linguistic and para-linguistic dimensions, is increasingly recognized as a critical factor in educational success and professional advancement. This study assessed language practices like translanguaging and learners’ engagement, linguistic and para-linguistic competence in English. This study employed a correlational research design, collecting data from 230 students in grades 4 to 6 at Carpenter Hill Elementary School. The findings further provide that translanguaging practices often manifested during evaluation and learning activities as parts of the lesson delivery when teachers give instructions and clarify concepts, specifically using English, Filipino, and Hiligaynon as mediums of instruction, and specifically, translation manifested 136 times throughout 12 sessions, and 658 times for code-switching. It was discovered that the level of learners’ engagement and linguistic and para-linguistic competence in English was considered satisfactory due to the usage of translanguaging practices. In addition, data suggests that the relationship between the extent of using translanguaging and the learners’ engagement and linguistic and para-linguistic competence pose a positive or high correlation.