Diseño de ambiente bilingüe mediado por TIC desde el enfoque de translanguaging para docentes de áreas no lingüísticas en Chía

Abstract

In the context of bilingual learning environments in the municipality of Chía, several tensions have emerged between the exclusive use of English as the language of instruction and the real needs of both teachers and students. This situation often limits participation, comprehension, and the meaningful construction of knowledge, especially for teachers from non-language subject areas who face challenges related to their communicative and pedagogical skills in a second language. In addition, barriers such as limited teacher training, the unintentional use of Information and Communication Technologies (ICT), and the scarce integration of the mother tongue into educational processes were identified. The main objective of this study was to design an ICT-mediated bilingual learning environment, based on the translanguaging approach, to strengthen the second-language skills of teachers from non-language subject areas in bilingual educational contexts. To achieve this, a mixed-methods methodology was adopted, combining both quantitative and qualitative techniques through the application of a survey and the development of a focus group. These tools made it possible to identify teachers’ needs, perceptions, and experiences, allowing for a deeper understanding of the educational context. The findings revealed the need to strengthen the English communicative skills of teachers from non-language subject areas. Furthermore, the frequent use of the mother tongue as a strategy for understanding content was identified, along with barriers such as fear of making mistakes, insecurity, and low participation. Regarding the use of ICT, its pedagogical potential was recognized; however, a lack of teacher training and institutional support was also evident, limiting its effective implementation. Likewise, structural factors such as rigid curricula and the absence of contextualized educational policies were identified. Based on these findings, an ICT-mediated bilingual environment was designed following a User-Centered Design approach, taking into account the real characteristics, needs, and contexts of teachers. This proposal integrates translanguaging as a strategy to promote comprehension, participation, and knowledge construction, while also incorporating the pedagogical use of ICT as a mediator in the educational process. In conclusion, strengthening bilingualism among teachers from non-language subject areas does not depend solely on English proficiency, but also on the articulation of pedagogical training, institutional support, the appropriate use of ICT, and the recognition of linguistic diversity. In this sense, translanguaging emerges as a relevant alternative for transforming learning environments, making them more inclusive, flexible, and aligned with the needs of current and future educational contexts.