Book chapter
Marginalizing discourses and teacher resilience in Colombian language policy and education
Language Education in Multilingual Colombia, pp.89-93
Routledge, 1
2023
DOI: 10.4324/9781003155263-9
Abstract
This chapter presents the linear process of policy-making in Colombia on bi/multilingualism over the last two decades, a process that has focused mainly on a narrow vision of Spanish-English bilingualism, failing to acknowledge the multilingual nature of the country. Policy-making throughout this time has concentrated on the implementation of the National Bilingual Program. This policy commitment to Spanish/English bilingualism is based on an elite vision for the Colombian public education system, in a context where successful English learning has been the privilege of a few. To portray teacher appropriation of language policy, we describe research in literacy practices around EFL texts at the microlayer of secondary school classrooms. This account is based on data from two research studies on language policy carried out over a span of 20 years. The data analysis shows that the policy, in its initial design and implementation, has led to ambiguous results, rather than success, and although some advances have taken place, policy-makers continue to ignore opportunities for negotiation and appropriation of the policy in different school contexts. Finally, the authors advocate a critical attitude on the part of teachers and provide recommendations for educational language policy planning in the future.
Details
- Title: Subtitle
- Marginalizing discourses and teacher resilience in Colombian language policy and education
- Creators
- David Cassels Johnson
- Resource Type
- Book chapter
- Publication Details
- Language Education in Multilingual Colombia, pp.89-93
- Edition
- 1
- DOI
- 10.4324/9781003155263-9
- Publisher
- Routledge
- Alternative title
- Marginalizing discourses
- Language
- English
- Date published
- 2023
- Academic Unit
- Center for Social Science Innovation; Public Policy Center (Archive); Teaching and Learning
- Record Identifier
- 9984285549602771
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