DOI:
https://doi.org/10.14483/22487085.23914Published:
2026-10-09Issue:
Vol. 28 No. 2 (2026): CALJ: july-decemberSection:
Research ArticlesTeachers’ Beliefs and Practices on Translanguaging and Code-Switching in Bilingual Education Settings
Creencias y prácticas de los docentes sobre el translingüismo y el cambio de código en entornos educativos bilingües
Keywords:
educación bilingüe, cambio de código, ESL, estrategias pedagógicas, creencias del docente, translingüismo (es).Keywords:
bilingual education, code-switching, ESL, pedagogical strategies, teacher’s beliefs, translanguaging (en).Downloads
Abstract (en)
Translanguaging practices in Primary Education classrooms are essential for fostering inclusive environments that value linguistic diversity and support effective language learning. This study explores the experiences and perspectives of five English teachers working in Grades 4 to 6 within the Spanish education system, with a focus on their approaches to code-switching, classroom interaction, and language instruction. Drawing on a qualitative design, data were collected through semi-structured interviews and analyzed thematically to identify teachers’ beliefs, strategies, and perceived challenges in using students’ first language alongside English. Findings reveal a predominant preference for English as the main instructional language, complemented by strategic use of Spanish to aid comprehension, particularly when explaining grammar or checking understanding. Although not always familiar with the academic terminology, participants demonstrated practices aligned with translanguaging principles. The study highlights the need to bridge the gap between theoretical perspectives and classroom realities and offers insights for teacher training and curriculum design aimed at supporting inclusive, flexible, and pedagogically sound approaches to language use in bilingual education.
Abstract (es)
Las prácticas de translingüismo en las aulas de Educación Primaria son esenciales para fomentar entornos inclusivos que valoren la diversidad lingüística y apoyen el aprendizaje eficaz de idiomas. Este estudio explora las experiencias y perspectivas de cinco profesores de inglés que trabajan en los cursos 4º a 6º del sistema educativo español, centrándose en sus enfoques sobre el cambio de código, la interacción en el aula y la enseñanza de idiomas. A partir de un diseño cualitativo, los datos se recogieron mediante entrevistas semiestructuradas y se analizaron temáticamente para identificar las creencias de los profesores, las estrategias y los retos percibidos en el uso de la primera lengua de los estudiantes junto con el inglés. Los resultados revelan una preferencia predominante por el inglés como lengua principal de instrucción, complementada por el uso estratégico del español para ayudar a la comprensión, especialmente al explicar la gramática o comprobar la comprensión. Aunque no siempre estaban familiarizados con la terminología académica, los participantes mostraron prácticas acordes con los principios del translingüismo. El estudio pone de relieve la necesidad de salvar la distancia entre las perspectivas teóricas y la realidad de las aulas, y ofrece ideas para la formación del profesorado y el diseño de planes de estudio que fomenten enfoques inclusivos, flexibles y pedagógicamente sólidos del uso de las lenguas en la enseñanza bilingüe.
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