A Look into the Discursive Practice of Translanguaging of Multilingual Learners in Mathematics/ A Parallel Convergent Approach

Abstract

Translanguaging is an ability to use language fluidly to make meaning beyond one or two languages. This parallel convergent mixed methods aimed to address the discursive practice on translanguaging of multilingual learners in a Mathematics. By descriptive correlational design, the quantitative phase used standardized survey instrument in determining the status the translanguaging tendencies and grades in identifying the performance in Mathematics of 300 randomly selected Mathematics learners. On the other hand, a triangulation of classroom observations and in-depth interviews with ten purposefully sampled learners were utilized in the qualitative phase, which explored their discourses during translanguaging and how do these discourses help in their learning process. Statistical analysis revealed moderate translanguaging tendencies and good level of performance. Correlation revealed that translanguaging tendencies have no significant relationship with Mathematics performance. Findings also revealed that learners discourse used during translanguaging includes exposition and argumentation. Thematic analysis emerged four themes on the participant’s uses of translanguaging in the learning process which include elucidating concepts, facilitating understanding, considering the present scenarios of communication, and overcoming challenges. Remarkably, the mixing of the salient qualitative and quantitative findings revealed merging-converging, diverging, and associating types of nature of integration.