Translanguaging: strengthening english teaching in ecuador through linguistic connections and bridging techniques

Abstract

In this study, the potential of translanguaging to revolutionize English language education is investigated. Through a systematic literature review of 15 articles, the breadth of literature on translanguaging is explored, and aspects such as research contexts, age groups, and key findings are identified, along with highlighting gaps in the current understanding. The study reveals a growing interest in translanguaging within English Language Teaching, emphasizing its flexibility in different learning environments and its impact on language learning and identity development. While the research highlights the promise of these techniques, it also identifies limitations in the existing literature, such as the lack of age information, quantitative data, and generalizability. The study concludes that translanguaging and bridging techniques hold significant potential to bridge gaps in language education, particularly in multicultural and multilingual settings. To advance knowledge, future research should address these limitations and involve students in narrative inquiries, exploring the long-term effects of these pedagogical approaches.