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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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| Online adgang: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3534 |
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| author | Ramírez, Jaime Andrés González Mendoza, Yuly Andrea |
| author_browse | González Mendoza, Yuly Andrea Ramírez, Jaime Andrés |
| author_facet | Ramírez, Jaime Andrés González Mendoza, Yuly Andrea |
| author_sort | Ramírez, Jaime Andrés |
| collection | OJS- Educación y Ciudad |
| description | 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. |
| first_indexed | 2026-02-24T16:00:42Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3534 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:42Z |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-35342026-01-08T21:59:24Z Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching Translenguaje pedagógico por géneros textuales: una trayectoria educativa completa, continua y de calidad para la enseñanza de idiomas Ramírez, Jaime Andrés González Mendoza, Yuly Andrea translenguaje pedagógico enseñanza de inglés ciclo de enseñanza pedagogía por géneros textuales Pedagogical Translanguaging English Teaching Teaching Cycle genre-based pedagogy 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. Este artículo presenta una experiencia y propuesta pedagógica fundamentada en el translingüismo pedagógico abordado desde la pedagogía por géneros textuales, la cual ha sido utilizada en un colegio público de Bogotá para potenciar la enseñanza del inglés en los niveles de educación básica primaria y secundaria. Nuestro enfoque busca brindar una orientación para la enseñanza de una lengua extranjera que sea transferible a todos los niveles, en la que se alinean cuatro ejes: (i) las condiciones económicas de la comunidad educativa, (ii) las bases teóricas de la pedagogía por géneros textuales, (iii) las orientaciones curriculares nacionales y (iv) el uso estratégico y con propósito de la lengua materna. El diseño pedagógico llamado translenguaje pedagógico por géneros textuales se denomina genre translanguaging (GT) en inglés, y se utiliza en este artículo para simplificar y unificar conceptos. El GT está sustentado en la metodología leer para aprender, pero la extiende desde una perspectiva multilingüe, pues se emplean ciclos de enseñanza monolingües (español, luego inglés) y bilingües (inglés y español simultáneamente) para trabajar textos modelo en diferentes géneros discursivos, los cuales son, a su vez, el principal insumo para generar un significado compartido por los y las estudiantes. Este artículo ejemplifica el ciclo monolingüe y bilingüe con base en reportes descriptivos sobre temas locales relevantes para los estudiantes. Las producciones escritas reflejaron una mayor coherencia discursiva, un uso funcional del vocabulario y estructuras propias del género textual abordado, así como una apropiación más crítica y contextualizada del contenido. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2026-01-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3534 10.36737/01230425.3534 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3534 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3534 Educación y Ciudad; Núm. 50 (2025): Temática libre (enero-junio); e3534 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3534/2565 Derechos de autor 2026 Jaime Andrés Ramírez, Yuly Andrea González Mendoza https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | translenguaje pedagógico enseñanza de inglés ciclo de enseñanza pedagogía por géneros textuales Pedagogical Translanguaging English Teaching Teaching Cycle genre-based pedagogy Ramírez, Jaime Andrés González Mendoza, Yuly Andrea Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching |
| title | Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching |
| title_alt | Translenguaje pedagógico por géneros textuales: una trayectoria educativa completa, continua y de calidad para la enseñanza de idiomas |
| title_full | Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching |
| title_fullStr | Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching |
| title_full_unstemmed | Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching |
| title_short | Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching |
| title_sort | genre translanguaging a complete continuous and quality educational trajectory for language teaching |
| topic | translenguaje pedagógico enseñanza de inglés ciclo de enseñanza pedagogía por géneros textuales Pedagogical Translanguaging English Teaching Teaching Cycle genre-based pedagogy |
| topic_facet | translenguaje pedagógico enseñanza de inglés ciclo de enseñanza pedagogía por géneros textuales Pedagogical Translanguaging English Teaching Teaching Cycle genre-based pedagogy |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3534 |
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