Translingüismo pedagógico en el aula de lengua extranjera (LE). Un nuevo enfoque para la adquisición de la competencia multilingüe

Abstract

In recent decades, research in the field of multilingualism has become a fundamental aspect of linguistics studies, and particularly in applied linguistics. At the same time, the search for the ideal method in FL teaching by researchers and teachers has been a constant over time and has led to the appearance of numerous proposals for very disparate pedagogical methods and approaches. Both the phenomenon of globalization and the changing dynamics of today's societies, and the demands to which it forces, invite us to rethink again and again the approaches and methodological practices in the acquisition, learning and teaching (A/T/L) of foreign languages ​​(FL). The need to respond to this globalized context demands that linguistic practices understood from a dynamic perspective, capable of adjusting to the multimodal and multilingual communicative situations that characterize this new era, are currently in demand. Thus, the phenomenon of translanguaging is proposed as an adequate pedagogical approach to this new panorama whose purpose is the development of a linguistic repertoire in which all the linguistic abilities of the learners take place. For this, it is necessary that all their languages ​​have a place in the learning process, so that, as multilingual and multicultural beings, they can use all their linguistic and cultural resources during the communication process. There is still little research on the concept of translanguaging and, on numerous occasions, it has been compared by some voices to translation, precisely because of the use of the alternation of the two codes. Consequently, the expansion of concepts in relation to translation and translanguaging has been enormous. However, it is a phenomenon that is making its way more and more in the didactic field focused on the A/T/L of FL. The objective of this work is therefore to analyze the viability of translanguaging as an innovative pedagogical method in the A/T/L of FL, for a multilingual education adjusted to the concerns raised by current societies. To do this, we carry out, on the one hand, a journey through the terminological framework around translanguaging and, on the other, we present different practices of pedagogical translanguaging in order to shed more light on this issue.