Las prácticas translingües y su contribución al empoderamiento lingüístico-cultural en el programa Access de Bucaramanga

Abstract

This study examines how translanguaging practices manifest in the English Access Program in Bucaramanga and how they contribute to students’ linguistic-cultural empowerment. Using a qualitative interpretive approach, interviews, focus groups, questionnaires, and classroom observations were employed to identify patterns of participation, agency, identity, belonging, and self-efficacy. Findings indicate that the effectiveness of translanguaging depends on institutional legitimacy and pedagogical intentionality, showing that its conscious integration promotes active participation, student leadership, and validation of linguistic and cultural repertoires. The study also discusses tensions arising from monolingual policies and the internalization of language ideologies, highlighting the need for explicit policies supporting the full repertoire of students.