Translanguaging as a pedagogical approach to enhance bilingualism and enrich sociocultural identity of elementary students in a bilingual institution in Colombia.

Abstract

This research explores translanguaging as a pedagogical approach to enrich sociocultural identity and reduce monolingual practices among elementary students in a bilingual school in Colombia. Grounded in a qualitative case study design, data were collected through classroom observations and the analysis of student artifacts, complemented by reflective journals. These instruments allowed for an in-depth understanding of how translanguaging practices naturally emerged during classroom interactions and how they shaped the students’ bilingual and cultural experiences. Findings reveal that translanguaging occurred dynamically through strategies such as translation, rephrasing, and code-meshing, enabling both teachers and students to use their linguistic repertoires to transform meaning, foster comprehension, and build collaborative knowledge. Moreover, the analysis of artifacts demonstrated that integrating Colombian cultural elements into English instruction strengthened students’ sense of belonging and cultural identity. Translanguaging also mediated the development of four interrelated dimensions of sociocultural identity: personal-cultural, family and affective, environmental-ecological, and linguistic identity. Overall, translanguaging transforms the bilingual classroom into an inclusive and intercultural space where students’ voices and lived experiences are legitimized. It not only enhances bilingual competence but also connects linguistic practices to emotional, cultural, and social dimensions of identity formation.