Translingüismo como una perspectiva que permite desarrollar literacidad académica en una lengua extranjera en educación superior: una revisión de literatura

Antonio Esquicha Medina

doi:10.30920/letras.93.137.7

Antonio Esquicha Medina Universidad de Talca, Campus Santiago LBI, Santiago, Chile https://orcid.org/0000-0002-1339-5799

DOI: https://doi.org/10.30920/letras.93.137.7

Keywords: Escritura académica, Prácticas letradas, Translingüismo, Translenguaje, Revisión de literatura

Abstract

La literacidad académica en una lengua extranjera es una competencia a desarrollarse hoy en día. Sin embargo, los enfoques hacia la escritura en una segunda lengua se rigen tradicionalmente por perspectivas monolingües, reforzando la idea de una deseada homogeneidad lingüística que sitúa al hablante nativo como referente. El translingüismo reconoce la variedad de contextos propios del ámbito educativo, desafiando el dominio del inglés como lengua vehicular en comunidades académicas. El translingüismo ofrece una comprensión amplia de cómo ocurren las prácticas letradas, entendiendo el cambio entre una lengua hacia otra como una evidencia de un repertorio lingüístico, en lugar de interferencia lingüística. Esta revisión de literatura pretende describir la contribución del translingüismo en el desarrollo de la literacidad académica en el ámbito universitario. Los principales resultados observados en los estudios empíricos revisados aquí hacen referencia a la importancia de la lengua materna en el desarrollo de la identidad del escritor, a las implicancias del translingüismo en los procesos de escritura en segunda lengua, y a las prácticas letradas multimodales y digitales. Se concluye que se requieren perspectivas alternativas respecto a los procesos de literacidad académica para comprender las prácticas letradas en contextos universitarios actuales al escribir en una lengua extranjera.

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