Estrategias didácticas en la práctica docente en ambientes bilingües de aprendizaje en básica primaria en un colegio privado de Tunja

Abstract

This qualitative research analyzes the didactic strategies implemented by primary school teachers in bilingual learning environments at a private school in Tunja, Colombia. The study aimed to understand how teachers integrate content and language in their pedagogical practices and how these strategies support teaching and learning processes in bilingual contexts. The research followed a descriptive-interpretative case study design and involved eight primary school teachers. Data were collected through semi-structured interviews and classroom 3 observations recorded in field journals. The information was analyzed through thematic analysis and data triangulation. The findings show that teachers implement pedagogical practices that combine elements of the CLIL approach, translanguaging strategies, bilingual pedagogical routines, and multimodal resources to promote comprehension, interaction, and student participation. Likewise, the strategic use of the mother tongue was identified as a pedagogical mediation resource that facilitates learning and meaning of construction. Finally, the study concludes that bilingual teaching practices are flexible and contextualized processes that require constant pedagogical mediation to strengthen both language learning and academic content development. Key words: Bilingual learning environments; didactic strategies; CLIL; translanguaging; pedagogical mediation; bilingual education.