Challenges and coping mechanisms of ESL SpEd teachers in integrating translanguaging practices in their classrooms: An exploratory study

Aims and objectives: The purpose of this research is to explore and identify how special education (SpEd) teachers integrate translanguaging in their classrooms, what challenges they encounter, and how they respond to these challenges. This study aims to answer the following research questions: (1) What are the practices of SpEd teachers toward the use of translanguaging to teach in SpEd? (2) What challenges or concerns do SpEd teachers have regarding the use of translanguaging in SpEd classrooms? (3) How do SpEd teachers cope with the challenges mentioned? Method: An observational analysis of SpEd classrooms was done to identify the translanguaging practices of English-as-a-Second-Language (ESL) SpEd teachers. Afterward, a semi-structured interview was conducted to know the challenges and coping mechanisms of the SpEd teachers. Data Analysis: The researchers utilized snowball sampling; three ESL SpEd teachers participated in both observational analysis and semi-structured interviews. Findings/conclusion: The teachers lack specialized instructional materials (IMs) for students with different disabilities. As a result, teachers adapt their teaching strategy to a certain lesson, leading them to use translanguaging in their classrooms. Originality: Translanguaging in SpEd, specifically in the Philippines, is an underexplored topic. The findings in this study hope to shed light and further contribute to the pre-existing knowledge in other contexts. Significance/implications: The findings of the study imply further assistance toward SpEd in terms of their IMs, curriculum, and how the students are grouped together should be done.