DOI:
https://doi.org/10.14483/22487085.22179Published:
2025-09-09Issue:
Vol. 27 No. 2 (2025): CALJ: july-decemberSection:
Theme ReviewMeaning-Making in Colombian Applied linguistics, A Two-Decade Synthesis of Trends and Contributions
From Language-Centered Pedagogies and Research Towards Transemiotic Practices in the Era of Multimodality
La construcción de sentido en la lingüística aplicada colombiana
Keywords:
English learning, ELT, meaning, meaning-making, multimodality (en).Keywords:
aprendizaje del inglés, construcción de significado, enseñanza del inglés, multimodalidad, significado (es).Downloads
Abstract (en)
Este artículo presenta una revisión descriptiva de la literatura con el propósito de elucidar cómo el significado y la construcción de significado han sido conceptualizados dentro de la lingüística aplicada en Colombia durante las dos últimas décadas. Los estudios se agrupan en seis temas clave: estudios centrados en pedagogías, biliteracidad y multiliteracidad, interacción en el aula , translanguaging y multimodalidad. A partir de la categorización y el análisis de diferentes trabajos, el documento resume los estudios en este campo, proporcionando un punto de referencia para educadores y lingüistas aplicados interesados en investigar la creación de significado o la enseñanza del inglés como lengua extranjera (EFL). Además, el artículo subraya la necesidad de un cambio de paradigma desde los enfoques lingüísticos tradicionales hacia concepciones más contemporáneas y multimodales de la comunicación. En esta línea, aboga por la integración de la multimodalidad en la investigación y en la pedagogía de las lenguas extranjeras, haciendo hincapié en la creación de redes de significado a través de interacciones multimodales influidas por factores culturales y de identidad.
Abstract (es)
This article presents a descriptive literature review examining how meaning and meaning-making have been conceptualized within Colombian applied linguistics scholarship over the past two decades. It categorizes the literature into six key thematic areas: pedagogies, biliteracy and multiliteracies, classroom interaction, translanguaging, and multimodality. Through this thematic organization and the analysis of selected studies, the article offers a comprehensive overview that serves as a point of reference for educators and applied linguists interested in research on meaning-making or English as a Foreign Language (EFL) education. Moreover, the article stresses the need for a paradigm shift from traditional linguistic approaches to more contemporary, multimodal understandings of communication. It advocates for the integration of multimodality into foreign language research and pedagogy, emphasizing the creation of meaning networks through multimodal interactions influenced by cultural and identity factors.
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