Mediación lingüística y cultural en el contexto de la movilidad académica internacional: una revisión sistemática
DOI:
https://doi.org/10.17533/udea.ikala.356538Schlagworte:
estudiantes internacionales, internacionalización de la educación superior, mediación lingüística y cultural, movilidad académica, translenguajeAbstract
Este artículo analiza la operatividad de la categoría “mediación” en el contexto de la internacionalización de la educación superior, debido a que varias investigaciones reportan que el alumnado internacional debe sortear múltiples desafíos durante su estancia académica en el exterior. Para ello, se lleva a cabo una revisión sistemática de estudios empíricos publicados entre el 2020 y el 2023, que dan cuenta de tensiones lingüístico-culturales en escenarios de movilidad académica internacional. En particular, se centra la atención en la conceptualización del término “mediación”, las circunstancias que la propiciaron y las estrategias implementadas para superar las barreras que impedían la intercomprensión. La ruta metodológica se diseñó con base en las orientaciones de la declaración PRISMA; se constituyó una muestra de 43 registros para el análisis en profundidad. Los hallazgos del ejercicio revelan que la implementación del inglés como medio de instrucción en países no anglófonos es un factor de tensión en las aulas internacionales. En respuesta a esta situación, el translenguaje opera como la estrategia de mediación con mayor potencial para superar los desfases comunicativos en estos escenarios y para promover el multilingüismo, la inclusión y la equidad de la educación superior globalizada. A manera de conclusión, se discute la importancia de que las universidades incluyan los aportes investigativos sobre mediación lingüística y cultural en la formulación de políticas lingüísticas para estudiantes locales e internacionales.
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