Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans

Mary Mily Gómez Sará

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This article reviews the background of the foreign language bilingualism in Colombia, as well as the Colombian bilingualism plans and the policy launched between 2004 and 2016. Then, these plans and policy are analyzed taking into account the most common criticisms from the academic community. In this sense, aspects such as the lack of continuity, emphasis on employability, misconceptions of bilingualism, privileged position of English, adoption of the Common European Framework of Reference, English instruction as a way of business, and omission of teachers’ voices are analyzed.

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References

2009Common European Framework of Reference for Languages: learning, teaching, assessment 2007World Englishes: Implications for International Communication and English Language Teaching 2008World Englishes: Implications for international communication and English language teaching 1980Teaching English as an international language 2002Teaching English as an International Language 2023Teaching English as an International Language 2009Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform 2011Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities

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2009A standardised English Language Proficiency test as the graduation benchmark: student perspectives on its application in higher education 2019Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion 2022Examining Hegemonic and Monoglossic Language Ideologies, Policies, and Practices Within Bilingual Education in Colombia 2019A critical evaluation of the social justice implications of the Colombian government’s English-Spanish bilingualism policies

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