Reframing Bilingual Math Learning: Integrating Strategies Based on Translanguaging Principles for a Micro-Curriculum in a 4th-Grade CLIL Math Classroom

Abstract

In Colombian bilingual education, monoglossic tendencies persist, particularly in CLIL contexts, reflecting methodologies, materials, and assessment practices rooted in a narrow, market oriented agenda (Bettney, 2022; Mosquera, 2022). This study explored the impact of integrating translanguaging principles and strategies into the micro-curriculum of a 4th-grade CLIL math class at a bilingual school in Bogotá, Colombia, with the aim of reframing math learning to embrace students' linguistic and sociocultural diversity. The primary objective was to develop and implement pedagogical strategies based on translanguaging, focusing on designing a more inclusive and contextually relevant learning environment. The research employed an action research methodology, divided into three iterative cycles, to facilitate continuous implementation, analysis, and refinement. Data were collected over three months through qualitative and quantitative methods, including field journals, artifacts, questionnaires, and teacher reflections. The results indicated that translanguaging principles significantly enhanced collaborative learning, increased metalinguistic awareness in math, and improved language development and student engagement. Additionally, students demonstrated greater self-monitoring and motivation. The findings underscore the necessity of continuous reflection and curriculum adaptation to ensure inclusive and dynamically bilingual CLIL settings, emphasizing the importance of aligning educational practices with the diverse needs of students.