CONSIDERACIONES SOBRE EL CONTRUCTO TRANSLENGUAR EN SU DIMENSIÓN SOCIAL Y PEDAGÓGICA: ORIGEN, EVOLUCIÓN E INTERPRETACIONES
DOI:
https://doi.org/10.5281/zenodo.14052593Resumo
El artículo tiene por objeto clarificar las diferentes interpretaciones que se han dado del constructo translenguar. Aunque sus orígenes se encuentran en el contexto escolar de la educación bilingüe, pronto pasó al ámbito social como modo de legitimación de las prácticas discursivas híbridas de los hablantes multilingües. Su repertorio está conformado por un sistema lingüístico dinámico en el que se difumina la existencia de los idiomas. Asimismo, debido a la adopción de un enfoque crítico postmodernista, el constructo ha adquirido un carácter sociopolítico en pro de la justicia social para colectivos marginados, así como también una funcionalidad epistemológica en los Estudios Decoloniales. Frente a esta postura, se hallan diversos autores, provenientes de la educación multilingüe y de la planificación y las políticas lingüísticas, que defienden la existencia empírica de las lenguas, en el plano tanto psicolingüístico como sociopolítico. El artículo expone ambos postulados a fin de esclarecer posibles ambigüedades y contribuir a una comprensión más precisa del fenómeno en su dimensión social, escolar y académica.
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