Pedagogías del translenguaje en un contexto de inglés para fines específicos: Explorando la conciencia metalingüística de estudiantes trilingües

• Maria Orcasitas-Vicandi ^[1] ; Oihana Leonet ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Revista española de lingüística aplicada, ISSN 0213-2028, Vol. 39, no. 1, 2026, págs. 1-25
• Idioma: español
• DOI: 10.58859/resla.866
• Títulos paralelos:
  • Translanguaging pedagogies in an ESP context: Exploring trilingual students’ metalinguistic awareness
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Como práctica pedagógica, el translanguaging desarrolla las lenguas que forman parte del repertorio lingüístico del alumnado en un continuo horizontal en lugar de en compartimentos separados. Este enfoque de la pedagogía del lenguaje afirma las prácticas lingüísticas dinámicas de los estudiantes multilingües y, por lo tanto, muchos educadores que trabajan en programas bilingües lo han adoptado en la educación obligatoria con resultados positivos, incluso cuando se trata de lenguas minoritarias. Sin embargo, su potencial en la educación terciaria ha sido menos investigado. El objetivo de este estudio es explorar el efecto de una intervención basada en el translanguaging en la conciencia metalingüística de 31 estudiantes universitarios trilingües de un curso de inglés comercial en la Comunidad Autónoma Vasca. Los resultados mostraron una mejora significativa en la conciencia morfológica así como un aumento en la percepción de similitudes interlingüísticas entre el inglés, el español y el euskera. De esta manera, sugerimos que el translanguaging pedagógico puede ser un enfoque válido en los cursos de ESP y en la educación superior.

  • English

    As a pedagogical practice, translanguaging develops the languages that are part of the learners’ linguistic repertoire in a horizontal continuum rather than as separate compartments. This approach to language pedagogy affirms the dynamic language practices of multilingual learners, and thus many educators working on bilingual programs have embraced it in compulsory education with positive results, even when minoritized languages are involved. However, its potential in tertiary education has been less investigated. The goal of this study is to explore the effect of a translanguaging intervention on the metalinguistic awareness of 31 trilingual undergraduate students in a Business English course in the Basque Autonomous Community. Results showed significant improvement in morphological awareness and cognate awareness as well as an increase in the perception of cross-linguistic similarities across English, Spanish, and Basque. In this way, we suggest that pedagogical translanguaging can be a valid approach in ESP courses and in tertiary education.

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