Open AccessJournal Article
Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform
TL;DR: In this article, the authors examine the National Bilingual Program in connection with other education and language reforms in Colombia and some of the processes of inclusion, exclusion, and stratification that accompany current school reforms.
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Abstract: This paper examines the National Bilingual Program in connection with other education and language reforms in Colombia and some of the processes of inclusion, exclusion, and stratification that accompany current school reforms. The author outlines some patterns that have accompanied language innovations in the country and highlights some interconnected processes that seem to be favored in
international reform and are reflected in current national policy agendas; namely, the externalization of policy discourses; the instrumentalization of languages; the stratification of groups, languages and cultures; and the standardization and marketization of foreign language teaching and learning. This paper attempts to demonstrate that processes of inclusion, exclusion and stratification through schooling are favored not only through the overt exercise of power and control, but also through the
introduction of new discourses, policies, and practices.
Key words: National Bilingual Program, language policies, education reform
Este articulo analiza el Programa Nacional de Bilinguismo en conexion con otras reformas educativas y linguisticas promovidas en Colombia y distintos procesos de inclusion, exclusion y estratificacion que las acompanan. El autor esboza algunos patrones que han acompanado distintas reformas educativas y linguisticas en el pais y diversos fenomenos reportados a nivel internacional que ahora se pueden evidenciar en Colombia. Estos incluyen: la “externalizacion” de discursos, la instrumentalizacion
de las lenguas, la estratificacion de grupos, idiomas y culturas, y la estandarizacion y marketizacion de las lenguas extranjeras. Este articulo busca demostrar que los procesos de inclusion, exclusion, y estratificacion social a traves de la escuela son favorecidos no solamente a traves del ejercicio del poder y el control de parte del gobierno, sino tambien mediante la introduccion de nuevos discursos, politicas,
y practicas escolares.
Palabras clave: Programa Nacional de Bilinguismo, politicas linguisticas, reforma educativa
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Citations
Unanswered Questions in Colombia’s Foreign Language Education Policy
TL;DR: The authors provided a critical account of foreign language education policy in Colombia, with special attention to English, and discussed the impact of its multiple transitions over the past decades through a historical description that overviews all previous policies, the critical reception by scholars, and present-day initiatives.
On Alternative and Additional Certifications in English Language Teaching: The Case of Colombian EFL Teachers' Professional Development
Adriana González Moncada
- 28 Oct 2009
TL;DR: Gonzalez Moncada as mentioned in this paper analyzes the use of two international models of teacher development that play the role of alternative and additional certifications for ELT professionals in the country and suggests the need for more critical voices from teacher educators, better communication strategies among different educational actors and the construction of a more pluralistic view of the professional development of EFL teachers that values local knowledge.
Globalization and language and education reform in Colombia: a critical outlook
Jaime Usma
- 07 Apr 2009
TL;DR: Usma et al. as discussed by the authors explored the connection between economic, political, and cultural globalization processes and recent education and language reforms in Colombia and pointed out that current education policies in Colombia are tightly connected to transnational agendas and models of reform that do not necessarily represent a real benefit for the majority of the population, but, instead, may render privileges for a few.
El desarrollo profesional de los docentes de inglés en ejercicio: algunas consideraciones conceptuales para Colombia
Melba Libia Cárdenas,Adriana González,José Aldemar Álvarez +2 more
- 01 Jan 2010
TL;DR: In this article, the authors present conceptos basicos in el analisis of the formación continuada de los docentes; analizan the modelos de desarrollo profesional de Richards & Farrell (2005) and James (2001); and resumen the principales conceptos elaborados by academicos colombianos sobre el desarrolo proféional of los ingles, and proponen un marco conceptual for el pais.
Review and Analysis of the Colombian Foreign Language Bilingualism Policies and Plans
TL;DR: This article reviewed the background of the foreign language bilingualism in Colombia, as well as the Colombian bilingualism plans and the policy launched between 2004 and 2016, and analyzed the most common criticisms from the academic community, such as 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.
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