Translanguaging And Language Education: Perspectives On Language Identity, Bilingualism, Pedagogy, And Assessment
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Publicado:
may 27, 2025
Palabras clave:
Translenguaje, Educación en lenguas, Identidad lingüística, Bilingüismo, Pedagogía, Evaluación, Primera Lengua (L1).
Contenido principal del artículo
Resumen
Las concepciones tradicionales sobre el aprendizaje y la enseñanza de lenguas están mutando ahora hacia una perspectiva lingüísticamente más amplia sobre lo que estas son y cómo deben ser enseñadas, evaluadas, incluidas, utilizadas y preservadas, dentro y fuera del aula. En este sentido, este estudio asumió como objetivo analizar las implicaciones que tiene el translenguaje en el aprendizaje y la enseñanza de lenguas. Con base en una perspectiva crítica de revisión de la literatura (Mora, 2020), se utilizaron cinco categorías de análisis para delimitarla y navegarla: el translenguaje y sus repercusiones en la identidad lingüística, el bilingüismo, la pedagogía y las prácticas de evaluación. Se concluyó que la integración intencionada de las historias multilingües, multiculturales y multiétnicas de los usuarios de lenguas mediadas por el translenguaje mejoró significativamente sus convenciones de construcción de significado, fomentó la participación en la instrucción de clase y proporcionó prácticas de enseñanza y evaluación justas e incluyentes que reconocieron, celebraron y utilizaron los diversos contextos de los estudiantes.
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Cómo citar
Alcalá Ibáñez, M. M. (2025). Translanguaging And Language Education: Perspectives On Language Identity, Bilingualism, Pedagogy, And Assessment. Shimmering Words: Research and Pedagogy E-Journal, 15(1), 56-81. Recuperado a partir de http://revistas.santototunja.edu.co/index.php/shimmering/article/view/3264
Sección
Artículos
Citas
Baker, B., & Hope, A. (2019). Incorporating Translanguaging in Language Assessment: The Case of a Test for University Professors. Language Assessment Quarterly, 408-425.
Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Clevendon: Multilingual Matters LTD.
Bauer, E. B., Colomer, S. E., & Wiemelt, J. (2018). Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments. Urban Education, 1-18.
Brown, D. H., & Abeywickrama, P. (2019). Language Assessment: Principles and Classroom Practices. Hoboken, New Jersey: Pearson Education.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 1-28.
Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy For Learning and Teaching? The Modern Language Journal, 103-115.
Creese, A., & Blackledge, A. (2015). Translanguaging and Identity in Educational Settings. Annual Review of Applied Linguistics, 20-35.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective . New York: Wiley-Blackwell.
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism, and Education. England, UK: Palgrave MacMillan.
García, O., & Lin, A. (2017). Translanguaging in Bilingual Education. Bilingual and Multilingual Education, Encyclopedia of Language and Education, 117-130.
García, O., & Torres-Guevara, R. (2010). Monoglossic Ideologies and Language Policies in the Education of U.S. Latinas/os. In E. Murillo, S. Villena, R. Trinidad Galván, J. Sánchez Muñoz, C. Martínez, & M. Machado-Casas, Handbook of Latinos and Education: Theory, Research, and Practice (pp. 182-194). Mahwah, NJ: Lawrence Erlbaum .
García-Mateus, S., & Palmer, D. (2017). Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education. Journal of Language, Identity & Education, 245-255.
Griffee, D. T. (2014). An Introduction to Second Language Research Methods: Design and Data. Berkeley, California: TESL-EJ Publications.
Heugh, K. (2015). Epistemologies in multilingual education: translanguaging and genre companions in conversation with policy and practice. Language and Education, 280-285.
Hurst, E., & Mona, M. (2017). “Translanguaging” as a socially just pedagogy . Education as Change, 126-148.
Kalan, A. (2022). Negotiating Writing Identities Across Languages: Translanguaging as Enrichment of Semiotic Trajectories. TESL Canada Journal / Revue TESL du Canada, 63-87.
Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. London: Taylor & Francis Group.
Li, W. (2010). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 1-14.
Li, W., & Lin, A. M. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 209-215.
Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 516-535.
Lopez, A. A., Turkan, S., & Guzman-Orth, D. (2017). Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. Princeton, NJ: Educational Testing Service.
MacSwan, J. (2017). A Multilingual perspective on translanguaging. American Educational Research Journal, 164-201.
Maftoon, P., & Shakibafar, M. (2011). Who is a Bilingual? Journal of English studies, 79-85.
Makulloluwa, E. (2013). Code switching by teachers in the second language classroom. International Journal of Arts & Sciences, 581-598.
Maturana, L. (2014). Evaluación de los aprendizajes en el contexto de otras lenguas. Medellín, Antioquia: Fondo Editorial Funlam.
Møller, J. S., Jørgensen, N. J., & Holmen, A. (2014). Polylingual development among Turkish speakers in a Danish primary school – a critical view on the fourth grade slump. International Journal of Bilingual Education and Bilingualism, 32-54.
Mora, R. A. (2020). LSLP Micro-Papers. Retrieved from Critical Literature Review: https://www.lslp.org/uploads/3/8/9/7/38976989/lslp-micro-paper-77-critical-literature-review.pdf
Morales, J., Schissel, J. L., & López-Gopar, M. (2020). Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico. Springer Nature Switzerland , 161-183.
Ng, L. L., & Lee, S. L. (2019). Translanguaging Practices and Identity Construction of Multilingual Malaysian University Graduates in Digital Media. English Teaching & Learning, 105-123.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and desconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 281-307.
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 625-651.
Peláez, O., & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. Profile: Issues in Teachers' Professional Development, 121-134.
Pontier, R. W. (2022). Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates’ Beliefs about and Knowledge of Bilingualism and Bilingual Education. Teaching English as a Second or Foreign Language, 1-22.
Poza, L. (2019). “Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth . Journal of language, identity & education, 92-109.
Prada, J. (2022). Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language Minoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling. TESL Canada Journal / Revue TESL du Canada, 171-185.
Saputra, W. A., & Akib, E. (2018). Translanguaging in English as Foreign Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian University. The 65th TEFLIN International Conference, 141-149.
Schreiber, B. R. (2015). “I am what i am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 69-87.
Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 1-14.
Shohamy, E. (2011). Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies. The Modern Language Journal, 418-429.
Steele, C., Dovchin, S., & Oliver, R. (2022). "Stop Measuring Black Kids with a White Stick": Translanguaging for Classroom Assessment. RELC Journal, 1-14.
Swain, M. (2006). Languaging, Agency and Collaboration in Advanced Second Language Proficiency. Advanced Language Learning: The Contribution of Halliday and Vygotsky, 95-108.
Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers' Professional Development, 123-141.
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg [An evaluation of teaching and learning methods in the context of bilingual secondary education] (unpublished PhD thesis). Bangor, UK: University of Wales.
Zavala, V. (2019). Translanguaging pedagogies and power: a view from the south. Language and Education, 174-177.
Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Clevendon: Multilingual Matters LTD.
Bauer, E. B., Colomer, S. E., & Wiemelt, J. (2018). Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments. Urban Education, 1-18.
Brown, D. H., & Abeywickrama, P. (2019). Language Assessment: Principles and Classroom Practices. Hoboken, New Jersey: Pearson Education.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 1-28.
Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A Pedagogy For Learning and Teaching? The Modern Language Journal, 103-115.
Creese, A., & Blackledge, A. (2015). Translanguaging and Identity in Educational Settings. Annual Review of Applied Linguistics, 20-35.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective . New York: Wiley-Blackwell.
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism, and Education. England, UK: Palgrave MacMillan.
García, O., & Lin, A. (2017). Translanguaging in Bilingual Education. Bilingual and Multilingual Education, Encyclopedia of Language and Education, 117-130.
García, O., & Torres-Guevara, R. (2010). Monoglossic Ideologies and Language Policies in the Education of U.S. Latinas/os. In E. Murillo, S. Villena, R. Trinidad Galván, J. Sánchez Muñoz, C. Martínez, & M. Machado-Casas, Handbook of Latinos and Education: Theory, Research, and Practice (pp. 182-194). Mahwah, NJ: Lawrence Erlbaum .
García-Mateus, S., & Palmer, D. (2017). Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education. Journal of Language, Identity & Education, 245-255.
Griffee, D. T. (2014). An Introduction to Second Language Research Methods: Design and Data. Berkeley, California: TESL-EJ Publications.
Heugh, K. (2015). Epistemologies in multilingual education: translanguaging and genre companions in conversation with policy and practice. Language and Education, 280-285.
Hurst, E., & Mona, M. (2017). “Translanguaging” as a socially just pedagogy . Education as Change, 126-148.
Kalan, A. (2022). Negotiating Writing Identities Across Languages: Translanguaging as Enrichment of Semiotic Trajectories. TESL Canada Journal / Revue TESL du Canada, 63-87.
Kress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. London: Taylor & Francis Group.
Li, W. (2010). Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 1-14.
Li, W., & Lin, A. M. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 209-215.
Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 516-535.
Lopez, A. A., Turkan, S., & Guzman-Orth, D. (2017). Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. Princeton, NJ: Educational Testing Service.
MacSwan, J. (2017). A Multilingual perspective on translanguaging. American Educational Research Journal, 164-201.
Maftoon, P., & Shakibafar, M. (2011). Who is a Bilingual? Journal of English studies, 79-85.
Makulloluwa, E. (2013). Code switching by teachers in the second language classroom. International Journal of Arts & Sciences, 581-598.
Maturana, L. (2014). Evaluación de los aprendizajes en el contexto de otras lenguas. Medellín, Antioquia: Fondo Editorial Funlam.
Møller, J. S., Jørgensen, N. J., & Holmen, A. (2014). Polylingual development among Turkish speakers in a Danish primary school – a critical view on the fourth grade slump. International Journal of Bilingual Education and Bilingualism, 32-54.
Mora, R. A. (2020). LSLP Micro-Papers. Retrieved from Critical Literature Review: https://www.lslp.org/uploads/3/8/9/7/38976989/lslp-micro-paper-77-critical-literature-review.pdf
Morales, J., Schissel, J. L., & López-Gopar, M. (2020). Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico. Springer Nature Switzerland , 161-183.
Ng, L. L., & Lee, S. L. (2019). Translanguaging Practices and Identity Construction of Multilingual Malaysian University Graduates in Digital Media. English Teaching & Learning, 105-123.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and desconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 281-307.
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 625-651.
Peláez, O., & Usma, J. (2017). The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study. Profile: Issues in Teachers' Professional Development, 121-134.
Pontier, R. W. (2022). Developing Translanguaging Stances in ESOL-Focused Teacher Education Courses: Teacher Candidates’ Beliefs about and Knowledge of Bilingualism and Bilingual Education. Teaching English as a Second or Foreign Language, 1-22.
Poza, L. (2019). “Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth . Journal of language, identity & education, 92-109.
Prada, J. (2022). Articulating Translanguaging as Pedagogy of Empowerment for Racialized, Language Minoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling. TESL Canada Journal / Revue TESL du Canada, 171-185.
Saputra, W. A., & Akib, E. (2018). Translanguaging in English as Foreign Language (EFL) Classroom Assessment: A Discourse Analysis in Indonesian University. The 65th TEFLIN International Conference, 141-149.
Schreiber, B. R. (2015). “I am what i am”: Multilingual identity and digital translanguaging. Language Learning & Technology, 69-87.
Shin, J.-Y., Dixon, L. Q., & Choi, Y. (2019). An updated review on use of L1 in foreign language classrooms. Journal of Multilingual and Multicultural Development, 1-14.
Shohamy, E. (2011). Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies. The Modern Language Journal, 418-429.
Steele, C., Dovchin, S., & Oliver, R. (2022). "Stop Measuring Black Kids with a White Stick": Translanguaging for Classroom Assessment. RELC Journal, 1-14.
Swain, M. (2006). Languaging, Agency and Collaboration in Advanced Second Language Proficiency. Advanced Language Learning: The Contribution of Halliday and Vygotsky, 95-108.
Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile: Issues in Teachers' Professional Development, 123-141.
Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysg [An evaluation of teaching and learning methods in the context of bilingual secondary education] (unpublished PhD thesis). Bangor, UK: University of Wales.
Zavala, V. (2019). Translanguaging pedagogies and power: a view from the south. Language and Education, 174-177.