미국 스페인어-영어 횡단언어 연구 동향과 시사점 = Translanguaging Pedagogies in U.S. Spanish-English Bilingual Education: Implications for South Korean Contexts

다국어 초록 (Multilingual Abstract)

Although the number of minoritized language learners is steadily increasing in South Korea, discussions about supporting students’ mother tongue education remain largely limited. Instead, bilingual education in South Korea is predominantly Korean-centered, with little attention given to the linguistic and cultural assets of minoritized communities. In this context, translanguaging has emerged in international scholarship as a pedagogical framework that challenges dominant language ideologies and offers more inclusive approaches to bilingual education. This study examines trends in U.S.-based Spanish-English translanguaging research and explores their implications for translanguaging research in South Korea. Employing a thematic content analysis of 77 peer-reviewed journal articles and doctoral dissertations published between 2013 and 2023, the study synthesizes findings from empirical studies, literature reviews, and theoretical discussions. Key findings indicate that: (a) bilingual education is increasingly shifting toward translanguaging pedagogies; (b) translanguaging research is evolving toward more context-specific applications, particularly in academic bi-/multiliteracy; (c) translanguaging plays a crucial role in identity construction and linguistic agency; and (d) there is growing advocacy for national multilingual education policies. This study aims to provide a meaningful perspective that can enrich ongoing scholarly discussions on bilingual education and translanguaging in South Korea, particularly regarding the linguistic and educational experiences of minoritized learners.