Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching
This article presents a pedagogical experience and proposal grounded in pedagogical translanguaging within the framework of genre-based pedagogy, which was implemented in a public school in Bogotá with the purpose of enhancing English language teaching at the basic primary and secondary education le...
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| Main Authors: | , |
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| Subjects: | |
| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3534 |
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| Summary: | This article presents a pedagogical experience and proposal grounded in pedagogical translanguaging within the framework of genre-based pedagogy, which was implemented in a public school in Bogotá with the purpose of enhancing English language teaching at the basic primary and secondary education levels. Our approach seeks to provide guidelines for a foreign language teaching that are transferable to all levels, wherein four axes align: (i) the economic conditions of the educational community, (ii) the theoretical basis of genre-based pedagogy, (iii) national curricular guidelines, and (iv) the strategic and purposeful use of the first language. The pedagogical design, called genre translanguaging (GT), is dubbed translenguaje pedagógico por géneros textuales and is used in this article to simplify and unify concepts. GT is based on the reading to learn methodology, but it extends it from a multilingual perspective, as monolingual (Spanish, then English) and bilingual (English and Spanish simultaneously) cycles to work with model texts belonging to different discursive genres, which, in turn, serve as the main input for generating shared meaning among the students. This article exemplifies the monolingual and bilingual cycle based on descriptive reports on local issues relevant to the students. The written production reflected greater discursive coherence, a functional use of vocabulary, and structures typical of the textual genre addressed, as well as a more critical and contextualized appropriation of the content. |
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