Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje

Esta investigación explora las aportaciones del translenguaje como herramienta pedagógica en contextos educativos bi/multilingües entre 2020 y 2024 a nivel nacional e internacional. Siguiendo un enfoque cualitativo y un diseño de investigación de estado del arte, revisa sistemáticamente la literatur...

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Autores:: Forero Bareño, Ana Gabriela
Lozano Pérez, Andrea
Rodríguez Granados, Ingrid Johanna

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2025

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
dc.title.translated.none.fl_str_mv	English in Multilingual Classrooms: A State-of-the-Art Review of Translanguaging Practices
title	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
spellingShingle	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje Educación bilingüe Educación intercultural Identidad cultural Multilingüismo Política linguística 370.1175 Bilingual education Cultural identity Intercultural education Language policy Multilingualism
title_short	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
title_full	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
title_fullStr	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
title_full_unstemmed	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
title_sort	Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje
dc.creator.fl_str_mv	Forero Bareño, Ana Gabriela Lozano Pérez, Andrea Rodríguez Granados, Ingrid Johanna
dc.contributor.advisor.none.fl_str_mv	Rodríguez Granados, Ingrid Johanna
dc.contributor.author.none.fl_str_mv	Forero Bareño, Ana Gabriela Lozano Pérez, Andrea Rodríguez Granados, Ingrid Johanna
dc.contributor.orcid.none.fl_str_mv	Forero Bareño, Ana Gabriela [0009-0002-7557-2997] Lozano Pérez, Andrea [0009-0004-4327-8210] Rodríguez Granados, Ingrid Johanna [0000-0001-8121-4008]
dc.subject.none.fl_str_mv	Educación bilingüe Educación intercultural Identidad cultural Multilingüismo Política linguística
topic	Educación bilingüe Educación intercultural Identidad cultural Multilingüismo Política linguística 370.1175 Bilingual education Cultural identity Intercultural education Language policy Multilingualism
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Bilingual education Cultural identity Intercultural education Language policy Multilingualism
description	Esta investigación explora las aportaciones del translenguaje como herramienta pedagógica en contextos educativos bi/multilingües entre 2020 y 2024 a nivel nacional e internacional. Siguiendo un enfoque cualitativo y un diseño de investigación de estado del arte, revisa sistemáticamente la literatura utilizando la metodología PRISMA para garantizar una rigurosa selección de fuentes a través de criterios de inclusión y exclusión preestablecidos. Los hallazgos destacan que el translenguaje mejora el rendimiento académico, fomenta métodos de enseñanza innovadores y sensibiliza sobre la diversidad lingüística y cultural, al tiempo que revela sesgos en las políticas educativas.El estudio concluye que estrategias de enseñanza flexibles, una instrucción equilibrada de los idiomas y políticas actualizadas que reconozcan el translanguaging como un enfoque válido son esenciales para lograr aulas multilingües más inclusivas y efectivas.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-05-13T15:07:19Z
dc.date.available.none.fl_str_mv	2025-05-13T15:07:19Z
dc.date.issued.none.fl_str_mv	2025-05
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad El Bosque
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identifier_str_mv	instname:Universidad El Bosque reponame:Repositorio Institucional Universidad El Bosque repourl:https://repositorio.unbosque.edu.co
dc.language.iso.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Adams, B. L. (2020). How English-speaking teachers can create a welcoming environment that allows students to maintain and utilize their language through translanguaging: A qualitative case study. Journal of Culture and Values in Education, 3(2), 196-211. https://doi.org/10.46303/jcve.2020.20 Ai, B., Zhang, J., & Kostogriz, A. (2024). Unpacking English as a foreign language PhDs’ return mobility and identity (re)construction at Chinese universities: A qualitative case study. Research in Education, 119(1), 27-43. https://doi.org/10.1177/00345237231219145 Akbar, R. S. S., & Taqi, H. A. (2020). Translanguaging as an ESL Learning Strategy: A Case Study in Kuwait. International Journal of Higher Education, 9(6), 54-63. https://doi.org/10.5430/ijhe.v9n6p54 Aleksić, G., & Bebić-Crestany, D. (2023). Translanguaging stance of preschool teachers working with multilingual children in Luxembourg. International Journal of Multilingualism, 20(1), 50-67. https://doi.org/10.1080/14790718.2022.2143506 Ataş, U. (2023). Translanguaging in English-medium instruction (EMI): Examining English literature content classrooms. Turkish Journal of Education, 12(3), 142-157. https://doi.org/10.19128/turje.1210174 Back, M. (2016). Symbolic Competence in Interaction: Mutuality, Memory, and Resistance in a Peer Tutoring Context. L2 Journal: An Open Access Refereed Journal for World Language Educators, 8(3). https://escholarship.org/uc/item/8pf7781b Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters. Bagwasi, M. M. (2023). A critique of linguistic borrowing from a translanguaging perspective in African Linguistics, Suppl.Supplement, 13(52), 297-305. https://login.ezproxy.unbosque.edu.co/login?url=https://www.proquest.com/scholarly-journals/critique-linguistic-borrowing-translanguaging/docview/2917913642/se-2 Bryman, A. (2016). Social research methods. Oxford University Press. https://drive.google.com/file/d/1YQPAPyBEPI54FbkqucsPgXnOTSVpJUhR/view Byram, M. (1998). Cultural identities in multilingual classrooms. Multilingual Matters, 96-116. Barahona, M. (2020). The potential of translanguaging as a core teaching practice in an EFL context. System, 95, 102368. https://doi.org/10.1016/j.system.2020.102368 Barahona, M., & Darwin, S. (2021). Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688211054145 Berlianti, D. G. A., & Pradita, I. (2021). Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students? Communications in Humanities and Social Sciences, 1(1), 42–46. https://doi.org/10.21924/chss.1.1.2021.14 Brubacher, K. (2022). Print literacy humiliation: Translanguaging and emotions with newcomer children. Language and Literacy, 24(2), 133-152. https://doi.org/10.20360/langandlit29529 Carbonara, V., & Scibetta, A. (2022). Integrating translanguaging pedagogy into Italian primary schools: Implications for language practices and children's empowerment. International Journal of Bilingual Education and Bilingualism, 25(3), 1049-1069. https://doi.org/10.1080/13670050.2020.1742648 Cenoz, J. (Ed.). (2011). The Special Issue: Toward a multilingual approach in the study of multilingualism in school contexts. Wiley. DOI:10.1111/j.1540-4781.2011.01204.x Cenoz, J., & Santos, A. (2020). Implementing pedagogical translanguaging in trilingual schools. System, 92, 102273. https://doi.org/10.1016/j.system.2020.102273 Chronaki, A., Planas, N., & Svensson Källberg, P. (2022). Onto/epistemic violence and dialogicality in translanguaging practices across multilingual mathematics classrooms. Teachers College Record, 124(5), 108-126. https://doi.org/10.1177/01614681221104040 Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. Espinosa Muñoz, M. D. (2020). Making heritages available: Using translanguaging to foster 6th graders’ reading comprehension.[Tesis de pregrado, Universidad de Antioquia]. Repositorio Institucional Universidad de Antioquia https://hdl.handle.net/10495/16866R Flynn, E. E., Hoy, S. L., Lea, J. L., & García, M. A. (2021). Translanguaging through story: Empowering children to use their full language repertoire. Journal of Early Childhood Literacy, 21(2), 283-309. https://doi.org/10.1177/1468798419838569 García, O. (2017). Problematizing linguistic integration of migrants: The role of translanguaging and language teachers. In The linguistic integration of adult migrants / L’intégration linguistique des migrants adultes (pp. 11-26). García, O. (2018). Translanguaging, pedagogy, and creativity. Éducation plurilingue et pratiques langagières: Hommage à Christine Hélot, 31, 39–58. https://ofeliagarciadotorg.files.wordpress.com/2018/12/Garcia-Translanguaging-pedagogy-and-creativity.pdf García, O., Johnson, S. I., Seltzer, K., & Valdés, G. (2017). The translanguaging classroom: Leveraging student bilingualism for learning (pp. v-xix). Caslon. https://www.researchgate.net/publication/330015606_Garcia_Ofelia_Ibarra_Johnson_Susanna_Seltzer_Kate_2017_The_translanguaging_classroom_Leveraging_student_bilingualism_for_learning_Philadelphia_Pennsylvania_Caslon García, O., Aponte, G. Y., & Le, K. (2019). Primary bilingual classrooms: Translations and translanguaging. In The Routledge handbook of translation and education (pp. 81-94). Routledge. https://ofeliagarciadotorg.files.wordpress.com/2020/01/garcia-aponte-le-translation-2020-.pdf García, O., & Lin, A. M. (2017). Translanguaging in bilingual education. In Bilingual and multilingual education (pp. 117-130). https://ofeliagarciadotorg.files.wordpress.com/2011/02/translanguaging-in-bilingual-education.df García, O., Wei, L., García, O., & Wei, L. (2014). Language, bilingualism and education (pp. 46-62). Palgrave Macmillan UK. https://link.springer.com/book/10.1057/9781137385765 Harrison, T., Ledezma, K., Morgan, M., & Morgan, J. (2024). The language of submission: A four-way duoethnography exploring translanguaging pedagogy with carceral students’ funds of knowledge and funds of identity. Innovation in Language Learning and Teaching, 18(3), 237-252. https://doi.org/10.1080/17501229.2024.2311840 Hernández, A. W., Campos, I., & Zyskind, K. Z. (2023). Considerations in utilizing translanguaging practices to meet the language needs of Maya children in US schools. Language, Speech, and Hearing Services in Schools, 54(2), 379-386. https://doi.org/10.1044/2022_LSHSS-22-00082 Jang, E. Y., Kim, E. Y., & Kang, S. J. (2022). Resisting native-speakerism in international learning exchange between North Korean refugee students and American university students. English Teaching, 77(3), 53-78. https://doi.org/10.15858/engtea.77.3.202209.53 Jang, J. (2022). Translanguaging as an agentive action: A longitudinal case study of Uzbek EFL learners in South Korea. TESL-EJ, 26(3), n3. https://doi.org/10.55593/ej.26103a6 Jani-Demetriou, B., & Lévai-Kerekes, E. (2023). Possible ways of translanguaging at the school’s micro-level. The aftermath of a translanguaging project of introducing non-standardized ways of speaking to school for Roma bilingual children. Podstawy Edukacji. Equal opportunities for all or fair chances to all in education, 16, 121–141. https://orcid.org/0000-0003-0092-4062 Jia, W., Fu, X., & Pun, J. (2023). How do EMI lecturers’ translanguaging perceptions translate into their practice? A multi-case study of three Chinese tertiary EMI classes. Sustainability, 15(6), 4895. https://doi.org/10.3390/su15064895 Karabulut, A., & Dollar, Y. K. (2022). The use of translanguaging pedagogy in writing classes of Turkish EFL learners. Participatory Educational Research, 9(6), 41-65. https://doi.org/10.17275/per.22.128.9.6 Kucukali, E., & Er, K. (2023). Comparison of translanguaging pedagogies used by native and non-native teachers in EFL writing classes. Journal of Contemporary Language Research, 2(4), 192–198. https://doi.org/10.58803/jclr.v2i4.90 Lasagabaster, D., & García, O. (2014). Translanguaging: Towards a dynamic model of bilingualism at school / Translanguaging: Hacia un modelo dinámico de bilingüismo en la escuela. Culture and Education, 26(3), 557–572. https://doi.org/10.1080/11356405.2014.973671 Li, G., & Qin, K. (2024). Supporting and advocating for immigrant and refugee students and families in America’s urban schools: Educators’ agency and practices in everyday instruction. Urban Education, 59(2), 600-628. https://doi.org/10.1177/00420859221082671 Licona, P. R., & Kelly, G. J. (2020). Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish. Cultural Studies of Science Education, 15(2), 485–510. https://doi.org/10.1007/s11422-019-09946-7 Liu, D., Deng, Y., & Wimpenny, K. (2024). Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China. Teaching in Higher Education, 29(5), 1234-1252. https://doi.org/10.1080/13562517.2022.2129961 Lu, C., & So, W. W. M. (2023). Translanguaging in scientific practices: A study of high school teachers in English medium instruction inquiry-based science classrooms. International Journal of Science Education, 45(10), 850–871. https://doi.org/10.1080/09500693.2023.2175628 Mabena, M. I. (2023). Learners’ reception of translanguaging as a model for reading English L2 texts. Journal for Language Teaching, 57(2), Article 6142. https://doi.org/10.56285/jltVol57iss2a6142 Mammou, P., Maligkoudi, C., & Gogonas, N. (2022). Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy. International Multilingual Research Journal, 17(2), 139–156. https://doi.org/10.1080/19313152.2022.2151762 Maseko, B. (2022). Translanguaging and minoritized language revitalisation in multilingual classrooms: Examining teachers’ agency. Southern African Linguistics and Applied Language Studies, 40(2), 162-176. https://doi.org/10.2989/16073614.2022.2040370 Morais, M. C. D., Hübner, L. C., & Welp, A. (2023). Translanguaging in Brazilian bilingual education: Analyzing oral practices in fifth graders’ interactions. Ilha do Desterro, 76(3), 353-378. http://dx.doi.org/10.5007/2175-8026.2023.e94548 NKHI, S. E., & SHANGE, T. (2024). The impact of pedagogical translanguaging in enhancing communicative competence of university students in Lesotho. International Journal of Language Studies, 18(1). https://doi.org/10.5281/zenodo.10468177 Page M J, McKenzie J E, Bossuyt P M, Boutron I, Hoffmann T C, Mulrow C D et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews BMJ 2021; 372 :n71 doi: https://doi.org/10.1136/bmj.n71 Pawliszko, J. (2023). Translanguaging in preschools: Evidence from Polish-English bilingual children. Innovation in Language Learning and Teaching, 17(3), 620-635. https://doi.org/10.1080/17501229.2022.2100400 Purohit, A. (2021). Translanguaging by parents to prepare children for English medium preschool: A trend in India. The New Educational Review, 66, 71-82. https://doi.org/10.15804/tner.21.66.4.06 Ramírez, Ó. M. M., & Bastidas, C. B. (2023). Beneficios del translingüismo en el proceso enseñanza-aprendizaje del idioma inglés en el aula de una escuela rural colombiana. Revista Panamericana de Pedagogía, (35), 63-79. https://doi.org/10.21555/rpp.vi35.2723 Sah, P. K., & Li, G. (2020). Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, 25(6), 2075–2094. https://doi.org/10.1080/13670050.2020.1849011 Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 Sohn, B., dos Santos, P., & Lin, A. M. Y. (2022). Translanguaging and trans-semiotizing for critical integration of content and language in plurilingual educational settings. RELC Journal, 53(2), 355–370. https://doi.org/10.1177/00336882221114480 Stihi, O. (2021). Ecological approaches to language education: Translanguaging in the Algerian EFL classroom. 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Íkala, Revista De Lenguaje Y Cultura, 28(3), 1–17. https://doi.org/10.17533/udea.ikala.348890 Uddling, J., & Reath Warren, A. (2023). A newcomer’s spontaneous translanguaging in lower-secondary physics education. International Multilingual Research Journal, 17(3), 270-288. https://doi.org/10.1080/19313152.2023.2208508 Ugwuona, C. (2020). Linguistic borrowing and translanguaging in multicultural Obollo speech community, Southeastern Nigeria. SAGE Open, 10(2), 1-9. https://doi.org/10.1177/2158244020929312 Van Viegen, S. (2020). Translanguaging for and as learning with youth from refugee backgrounds. Australian Journal of Applied Linguistics, 3(1), 60-76. https://doi.org/10.29140/ajal.v3n1.300 Vogel, S., & García, O. (2017). Translanguaging. Retrieved from https://academicworks.cuny.edu/gc_pubs/402/ Wang, P. (2022). Relooking at the roles of translanguaging in English as a Foreign Language classes for multilingual learners: Practices and implications. Frontiers in Psychology, 13, 850649. https://doi.org/10.3389/fpsyg.2022.850649 Yitzhaki, D., Tannenbaum, M., & Shohamy, E. (2020). ‘Shared education’ and translanguaging; students at Jewish and Arab schools learning English together. International Journal of Bilingual Education and Bilingualism, 25(3), 1033–1048. https://doi.org/10.1080/13670050.2020.1740164 Zhang, H. (2024). Translanguaging space and classroom climate created by teacher’s emotional scaffolding and students’ emotional curves about EFL learning. International Journal of Multilingualism, 21(1), 298–324. https://doi.org/10.1080/14790718.2021.2011893 Vivar, C. G., Arantzamendi, M., López-Dicastillo, O., & Gordo Luis, C. (2010). Grounded theory as a qualitative research methodology in Nursing. Index de Enfermería, 19(4), 283-288. http://dx.doi.org/10.4321/S1132-12962010000300011 Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 Phillips, A., & Genao, S. (2023). Transforming, translanguaging, and transcending identities: Developing culturally responsive educational leadership. Intercultural Education, 34(3), 305-323. https://doi.org/10.1080/14675986.2023.2180619 Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford University Press.
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spelling	Rodríguez Granados, Ingrid JohannaForero Bareño, Ana GabrielaLozano Pérez, AndreaRodríguez Granados, Ingrid JohannaForero Bareño, Ana Gabriela [0009-0002-7557-2997]Lozano Pérez, Andrea [0009-0004-4327-8210]Rodríguez Granados, Ingrid Johanna [0000-0001-8121-4008]2025-05-13T15:07:19Z2025-05-13T15:07:19Z2025-05https://hdl.handle.net/20.500.12495/14313instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEsta investigación explora las aportaciones del translenguaje como herramienta pedagógica en contextos educativos bi/multilingües entre 2020 y 2024 a nivel nacional e internacional. Siguiendo un enfoque cualitativo y un diseño de investigación de estado del arte, revisa sistemáticamente la literatura utilizando la metodología PRISMA para garantizar una rigurosa selección de fuentes a través de criterios de inclusión y exclusión preestablecidos. Los hallazgos destacan que el translenguaje mejora el rendimiento académico, fomenta métodos de enseñanza innovadores y sensibiliza sobre la diversidad lingüística y cultural, al tiempo que revela sesgos en las políticas educativas.El estudio concluye que estrategias de enseñanza flexibles, una instrucción equilibrada de los idiomas y políticas actualizadas que reconozcan el translanguaging como un enfoque válido son esenciales para lograr aulas multilingües más inclusivas y efectivas.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis research explores the contributions of translanguaging as a pedagogical tool in bi/multilingual educational contexts from 2020 to 2024 at national and international levels. Following a qualitative approach and a state-of-the-art research design, it systematically reviews literature using the PRISMA methodology to ensure rigorous source selection through pre-established inclusion and exclusion criteria. The findings highlight that translanguaging enhances academic performance, fosters innovative teaching methods, and raises awareness of linguistic and cultural diversity while revealing biases in educational policies. The study concludes that flexible teaching strategies, balanced language instruction, and updated policies recognizing translanguaging as a valid approach are essential for more inclusive and effective multilingual classrooms.application/pdfAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Educación bilingüeEducación interculturalIdentidad culturalMultilingüismoPolítica linguística370.1175Bilingual educationCultural identityIntercultural educationLanguage policyMultilingualismInglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguajeEnglish in Multilingual Classrooms: A State-of-the-Art Review of Translanguaging PracticesLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAdams, B. 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Inglés en aulas de clase multilingües: Estado del arte sobre prácticas de translenguaje

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