Exploring Translanguaging Through the Lens of Criminology Students

Translanguaging can foster effective communication among criminology students. This study examined how Bachelor of Science in Criminology students enrolled at a state university in the Philippines during the Academic Year 2024-2025 perceived translanguaging. Grounded in García’s and Vogel’s (2017) theory of translanguaging, which emphasizes the dynamic and flexible way of using multiple languages in social interaction and education, the study explores students’ views on translanguaging as a general practice, for second language learning, in social settings, and within higher education, with analysis disaggregated by sex. Data were collected from 321 second and third-year criminology students using the survey instrument of Stephanie Moody, Mahjabin Chowdhury, and Zohreh Eslami (2019). Frequency counts and percentages were used as statistical tools. Results show that most students perceived translanguaging as a general practice with neutrality. These results imply that the majority of them neither strongly approved nor disapproved of translanguaging. Over half expressed positive perceptions regarding second language learning, indicating that they recognized the effectiveness of translanguaging as a pedagogical tool. As regards social settings, more than half of them perceived using translanguaging in everyday social interactions favorably. In terms of perceptions in higher education, most students had positive views about translanguaging, indicating openness to adopting translanguaging strategies academically despite limited familiarity. Overall, the Criminology students utilized translanguaging circumspectly, believing it could enhance their academic engagement.