This needs analysis investigates the linguistic practices and perceived effectiveness of translanguaging pedagogy in mathematics education at Talavera National High School. With a focus on Grade 7 students and their teachers, the study explored the interplay between language use and mathematics instruction. Data were collected through surveys, interviews, focus groups, and classroom observations to determine teachers’ linguistic practices, perceived effectiveness of the said linguistic practice, students’ linguistic demographics, and their perceptions of the English medium of instruction (EMI). The findings reveal that a majority of students and teachers use both Filipino and English in classroom interactions. While students generally agree that EMI has helped improve their math proficiency, they express disagreement with the notion that mathematics should be taught exclusively in English. The analysis identifies critical needs, including the need for training teachers in effective translanguaging strategies, enhancing bilingual resources, and developing instruments which could actually capture students’ perceptions and experiences with translanguaging in Mathematics. This study lays the groundwork for a research proposal aimed at improving mathematics education through tailored linguistic strategies, fostering an inclusive learning environment that bridges language gaps and enhances student achievement.

Authors:
Princess Garcia, De La Salle University, Philippines

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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