Evaluating Language Policy and Planning for English as a Second Language in Siquijor’s Basic Education: A Translanguaging Perspective on School Leadership and Instructional Practices

Abstract

This study examines how translanguaging can enhance English as a Second Language (ESL) education in Siquijor, Philippines, by addressing the disconnect between current language policies and the multilingual realities of classrooms. Guided by the Mansueto–Temprosa Translanguaging Model, the research explores five critical domains: pedagogical practices, curriculum design, teacher training, assessment methods, and policy development. A quantitative approach was employed, incorporating pilot testing, descriptive statistics, and path analysis to evaluate school principals’ perspectives on translanguaging practices. The research instrument demonstrated excellent reliability, with a Cronbach’s alpha of 0.970. Relationships among variables were examined using path analysis, supported by the coefficient of determination (R²) to assess the strength of influence. Results show that blended learning strategies and appropriate instructional materials are the most significant predictors of effective pedagogy and curriculum outcomes. In the domain of teacher training, communicative and interactive skills yielded the strongest impact, while emerging methods such as virtual reality and microteaching remain underutilized. Performance-based assessment demonstrated the highest explanatory power in assessment outcomes, whereas adaptive and alternative assessments showed limited use and influence. Socio-cultural and economic factors emerged as the most powerful drivers of policy development but were among the least emphasized in practice. The study concludes that there is a critical gap between the most effective strategies and current ESL practices. It recommends that educational leaders and policymakers realign priorities by investing in blended learning, teacher collaboration, authentic assessments, and culturally responsive materials to create more inclusive and effective ESL learning environments in multilingual contexts.