ABSTRACT
This qualitative study was conucted to determine the difficulties experienced by learners as observed by teachers and the coping strategies employed by teachers and learners in Hiligaynon-to-English translation during classroom engagement as bases for school-based intervention program. The findings revealed that the difficulties experienced by the learners as observed by teachers were reliance on word-for-word translation, misinterpretation of idiomatic and cultural expressions, absence of direct English equivalents, confusion in grammar and sentence construction, and limitation in English vocabulary. Teachers’ coping Strategies were daily translation exercises, contextual English equivalents, sentence-based translation techniques, and strategic code-switching practices. Learners’ coping strategies were consulting the Hiligaynon-English dictionary, understanding the sentence before translating, asking for help from teachers and friends, and doing updated glossary of terms. As a result, a school-based intervention program was designed.
Keywords: Difficulties, Coping Strategies, Hiligaynon-to-English Translation, Classroom Engagement, School- based Intervention Program
INTRODUCTION
Language plays a crucial role in the teaching–learning process as it serves both as a medium of instruction and a tool for meaning-making and classroom interaction. In multilingual educational contexts such as the Philippines, English is widely used as a language of instruction, while local languages like Hiligaynon function as learners’ first language. This linguistic environment requires learners to continuously navigate between languages to understand and express academic content effectively.
Within this context, translation becomes a common and necessary classroom practice. Teachers and learners frequently shift from Hiligaynon to English when explaining ideas, participating in discussions, and completing academic tasks. As emphasized by Garcia and Kleyn (2021), multilingual learners naturally draw from their full linguistic repertoire to construct meaning in academic settings.
Despite its instructional value, Hiligaynon-to-English translation presents several difficulties. Differences in vocabulary, grammatical structures, and cultural expressions often make accurate translation difficult. Some Hiligaynon terms and idiomatic expressions have no direct English equivalents, which may lead to incomplete or inaccurate interpretations. Additionally, variations in sentence structure and semantic nuance can result in confusion, particularly when learners translate complex ideas or academic vocabulary. Baker (2023) noted that such difficulties are common when languages differ significantly in grammar and meaning systems.
Translation is not a simple word-for-word process but a complex cognitive activity that involves interpreting and reconstructing meaning. Learners often rely on their first language to process information, which can support comprehension but may also lead to errors if not properly guided. Cummins (2021) highlighted that while the first language can enhance understanding, ineffective translation practices may hinder language development.
In Hiligaynon-speaking classrooms, translation frequently occurs during recitations, discussions, and written tasks. However, these practices are often spontaneous and depend on learners’ language proficiency. As a result, inconsistencies arise when learners attempt to translate unfamiliar vocabulary or complex ideas. The lack of structured resources, such as bilingual materials and translation guides, further intensifies these challenges.
To cope with these difficulties, learners employ strategies such as literal translation, code-switching, and seeking assistance from peers and teachers. These coping strategies help maintain communication but may also reflect gaps in linguistic competence. Lazarus and Folkman (2022) describe coping strategies as adaptive responses to challenging situations, which in this context highlight the need for more systematic instructional support.
Given these conditions, it is essential to examine translation experiences in classroom engagement. Understanding these difficulties and coping strategies can provide valuable insights into the linguistic and instructional barriers in multilingual classrooms. These insights can serve as a basis for developing a school-based intervention program that includes targeted instructional strategies, language-support materials, and teacher training.
Ultimately, improving Hiligaynon-to-English translation competence can enhance classroom communication, increase learner participation, and support better academic outcomes.
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