The impacts of acknowledging intercultural components in translanguaging practices in two different settings

Abstract

This study analyzes the influence of integrating intercultural components into translanguaging practices within bilingual learning environments. Grounded in a qualitative action research design, the study was conducted in two contrasting institutional contexts in Colombia, characterized by differing levels of exposure to English and varying degrees of cultural content integration. Data were collected through semi-structured interviews, classroom observations, and surveys, and subsequently analyzed using thematic coding. The findings reveal a predominantly reductionist approach in both institutions. Translanguaging practices are largely neglected and are reduced to a superficial form of code-switching. Similarly, intercultural components are incorporated in a limited and often tokenistic manner, reflecting a lack of critical engagement with cultural diversity. Furthermore, findings highlighted the influence of sociocultural and emotional factors on learners’ motivation in the classroom and the use of the full linguistic repertoire. Differences across contexts point to the role of learning strategies and teacher support in effectively integrating interculturality and translanguaging. These results suggest that Colombian learning environments should move beyond surface-level implementations of intercultural content and reconsider the pedagogical potential of translanguaging as a transformative practice. The study underscores the need for transcultural and plurilingual frameworks that transcend instrumental approaches to language teaching and promote culturally responsive, context-sensitive, and critically oriented practices that enable learners to engage with diverse cultural realities while fully mobilizing their linguistic resources.