Translanguaging in English Medium Instruction: A Case Study

This study investigates translanguaging practices in English Medium Instruction (EMI) classrooms through a qualitative case study involving five English teachers from a public school in Iloilo Province, Philippines. Data was collected via semi-structured interviews to explore teachers’ awareness, understanding, attitudes, and implementation of translanguaging. Findings show that teachers generally recognize translanguaging as a valuable strategy to support learners' comprehension, especially of complex or technical content, and to boost confidence and engagement. They use both reactive practices (when learners struggle) and planned practices (intentionally integrated) while balancing first-language use with English exposure. However, challenges include limited lesson time, potential over-reliance on first languages, and a lack of clear policy guidelines. The study concludes that translanguaging can effectively accommodate diverse learner needs in EMI settings, and recommends clear policies, flexible curriculum frameworks, and targeted professional development to support its optimal use.