Translanguaging : towards a dynamic model of bilingualism at school / Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela

As a response to the trend of using school languages separately, this article puts forward a pedagogical strategy labelled translanguaging which fosters the dynamic and integrative use of bilingual students’ languages in order to create a space in which the incorporation of both languages is seen as natural and teachers accept it as a legitimate pedagogical practice. Thus, translanguaging becomes the process through which bilingual students create meaning while shaping their experiences and increasing their knowledge by using their linguistic and semiotic repertoire without arbitrary separation. After posing the theoretical framework underpinning translanguaging, an experience conducted in a secondary school institute is described, concluding with a specific example of translanguaging in a class activity.