Teachers' Perceptions of and Experiences with Pedagogical Translanguaging in Two Multilingual Primary Schools in Trinidad and Tobago
by Ms Anderlene S. Mohan-Ragbir
This study explores teachers' perceptions and enactment of pedagogical translanguaging (Cenoz & Gorter, 2022; Garcia et al., 2017; Juvonen & Källkvist, 2021) within classroom practice in two multilingual primary schools in Trinidad and Tobago. Grounded in a descriptive phenomenological case study design (Creswell & Poth, 2018; Mayan, 2023; Stake, 2000; Thornburn & Stolz, 2020) the research seeks to understand how teachers conceptualise translanguaging (Fu et al., 2019; Garcia, 2009; Garcia & Kano, 2014) and how these understandings shape their instructional practices. Data will be gathered through an open-ended questionnaire, in-depth semi-structured individual and group interviews, classroom observations and teacher journals. This multi-method approach to data gathering allows for an in-depth examination of teachers' articulated lived and enacted pedagogical translanguaging experiences.
The study is guided by the premise that translanguaging represents a dynamic and context-sensitive approach to multilingual education that activates the entire linguistic repertoire of the learners so that learning is enhanced (Cenoz, 2017; Cenoz & Gorter, 2022). Findings are expected to reveal teachers' understandings of translanguaging pedagogy, their implementation and enactment experiences, how teachers' experiences are shaped by their school contexts and finally, commonalities and divergences among teachers' perceptions and lived experiences within and across school contexts.
This research is conceptualised within the translanguaging theoretical framework and intends to contribute to the growing body of scholarship on translanguaging particularly as it operates within a Creole – Standard linguistic landscape (Alviarez, 2024; Jocelyn & Rose, 2025; Lewis-Fokum et al., 2024; Reyes et al., 2025; Smith, 2013). As a new pedagogical approach for Trinidad and Tobago multilingual classrooms, this study of context-responsive, contemporary linguistic practices for multilingual academic contexts proves valuable. Ultimately, the goal is to use the data as the basis for understanding and enhancing linguistically responsive pedagogical approaches to education in Trinidad and Tobago.
Wednesday 29 April, 2026 at 1:00 p.m.
Ms Anderlene S. Mohan-Ragbir is a Doctor of Philosophy (Ph.D.) candidate in Education at The University of Trinidad and Tobago (UTT). She has over twenty-seven years in the Trinidad education system, spanning both primary and secondary levels. She currently teaches English and Literature at the secondary level.
Ms Mohan-Ragbir transitioned from a background in Business Studies into the fields of Humanities and Education at Corinth Teachers College. She was awarded a government scholarship based on her performance at the Teachers College examinations, through which she earned a Bachelor of Arts in English Language and Literature with Education (Honours) from The University of the West Indies, St. Augustine. She subsequently enrolled in the Master of Arts in English Language programme and was later awarded a second government scholarship to complete this degree. She also completed the Diploma in Education with distinction, specialising in English, after serving for one year as a Curriculum Writer for English Language Arts in the Primary School Curriculum 2013 project.
Ms Mohan-Ragbir's research interests include bidialectal language education, Creole Linguistics, Educational Linguistics, language awareness and creative writing for young learners. A main personal philosophy of hers is that learning should always be a fun and enriching experience for all. She also believes that there are many benefits to students' oracy and literacy skills through investment in key areas including contemporary language pedagogy and language awareness for both teachers and students.
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