Translanguaging and Its Impact on Pedagogies and Policies in Philippine HEIs: A Systematic Review
Keywords:
language repertoire, language policy, multilingual pedagogy, Philippine Higher Education, translanguagingAbstract
This systematic review synthesizes sixteen studies published between 2010 and 2025 to examine the pedagogical and policy implications of translanguaging in Philippine Higher Education Institutions (HEIs) using thematic synthesis. Guided by the SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research Type) framework, the review explores how translanguaging is interpreted as challenging dominant monolingual ideologies and supporting more inclusive and culturally responsive pedagogical practices. The findings indicate that translanguaging is associated with improved student comprehension, engagement, and classroom participation by enabling learners to draw on their full linguistic repertoires. Across the reviewed studies, translanguaging is also interpreted as affirming linguistic identities and fostering critical engagement in linguistically diverse classrooms. Furthermore, the synthesis suggests that translanguaging functions as a form of grassroots pedagogical negotiation in response to English-only institutional norms, with teachers playing a central role in mediating policy constraints and classroom realities. Despite its frequent use in tertiary classroom practices, translanguaging remains largely absent from formal language policies, reflecting a persistent disjunction between policy and practice in many HEIs. In light of these findings, the review recommends institutional reforms that recognize translanguaging as a legitimate pedagogical approach, including targeted teacher training, context-sensitive policy development, and multilingual assessment frameworks aligned with students’ everyday language practices. Overall, the review positions translanguaging as a pedagogical orientation that aligns with the multilingual realities of Philippine higher education and offers interpretive insights into pathways toward more inclusive and socially responsive educational practices.
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