A Review of Translanguaging as a Pedagogical Tool for Indigenous and Multilingual Learners in the Philippines

This article examines how translanguaging serves as a teaching tool in the English classroom, particularly for Indigenous Peoples (IP) students, through a review of relevant literature. The discussion highlights translanguaging pedagogy and its place in multilingual education in the Philippines, emphasizing its potential as a pedagogical approach while also addressing challenges in classroom implementation. The review further situates translanguaging within broader issues such as the teaching curriculum of English majors, the Philippines' reputation in the international arena, and the impact of the COVID-19 pandemic on English language learning. Comparisons of pre-pandemic and post-pandemic learning achievements, along with persistent challenges in curriculum implementation and the realities faced by disadvantaged public school learners, are also considered. Overall, the reviewed literature underscores how translanguaging bridges cultural and linguistic differences, enhances learning in multilingual contexts, and contributes to more inclusive and effective teaching practices across diverse educational settings.