Rediseño curricular para situar el español como lengua académica a través del translanguaging
DOI:
https://doi.org/10.22201/cepe.14059134e.2026.26.36.503Palabras clave:
translanguaging, justicia lingüística, formación docente bilingüe, español académico, enseñanza de españolResumen
Este trabajo examina el translanguaging como un marco teórico, pedagógico y político para el rediseño curricular orientado a posicionar el español como lengua académica en la educación superior en Estados Unidos. Se centra en programas de formación docente en Hispanic-Serving Institutions (HSIs), universidades con una alta matrícula de estudiantes latinos. Partiendo de un análisis crítico de las ideologías English-only y de las prácticas de escolarización sustractiva, el texto argumenta que la jerarquización lingüística continúa reproduciendo exclusión, debilitando identidades académicas y limitando el desarrollo profesional de futuros docentes latinos bilingües. A partir de una revisión crítica de literatura y de investigaciones recientes en contextos universitarios, se documenta cómo el translanguaging permite legitimar el repertorio bilingüe como fuente de producción de conocimiento, fortalecer el compromiso y la independencia docente y reconfigurar prácticas curriculares tradicionalmente monolingües. El artículo integra aportes de la pedagogía crítica, la educación cultural y la sensibilidad lingüística, así como de los marcos de rediseño curricular transformativo y de acción social, lo que propone acciones concretas para reimaginar el currículo desde una perspectiva de justicia lingüística. Se concluye que posicionar el español como lengua académica no implica simplemente permitir su uso, sino transformar estructuralmente las condiciones curriculares e institucionales para construir espacios educativos cultural y lingüísticamente sostenibles.
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