Literacidad sin fronteras: diseño de una estrategia translingüística para el fortalecimiento de la enseñanza de la lectoescritura en ambientes multilingües

Abstract

In the current context, where linguistic diversity in U.S. public schools is steadily increasing, this study addresses the challenges faced by teachers in dual immersion programs when teaching literacy to bilingual students. Although teachers draw on a variety of linguistic repertoires in their daily practices, these translanguaging strategies often remain invisible due to monolingual educational policies that privilege English as the only legitimate language of instruction. The aim of this study is to strengthen literacy instruction in multilingual learning environments through the design of a pedagogical strategy based on the translanguaging approach in a public elementary school in the United States. To achieve this, an interpretive qualitative approach was adopted within the critical paradigm, using semi-structured interviews, classroom observations, and a checklist as data collection instruments. The findings reveal that teachers use translanguaging intuitively to activate prior knowledge, construct meaning, and support comprehension, even though these practices are not institutionally recognized. The resulting pedagogical proposal is grounded in contextualized evidence and emerging teacher knowledge, seeking to transform reading and writing instruction into inclusive, dynamic, and culturally responsive practices. In conclusion, translanguaging emerges as a key tool for promoting equity, identity, and meaningful learning in diverse school settings.

Keywords: Translanguaging, Inclusion, Literacy, Equity, Multilingualism.