El bilingüismo en Colombia y su recontextualización como política lingüística.
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| Title: | El bilingüismo en Colombia y su recontextualización como política lingüística. |
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| Alternate Title: | Bilingualism in Colombia and its Recontextualization as Linguistic Policy. O bilinguismo na Colômbia e sua recontextualização como política lingüística. |
| Authors: | Nivia-Bohórquez, Sergio1 sniviab@upn.edu.co |
| Source: | Pedagogía y Saberes. jul-dec2026, Issue 65, p65-78. 14p. |
| Subject Terms: | *Language policy, *English language education, *Standardized tests, *Educators, *Bilingualism, *Curriculum planning, *Teaching methods, *Language ability |
| Geographic Terms: | Colombia |
| Company/Entity: | Common European Framework of Reference for Languages (Project) |
| People: | Bernstein, Basil B. |
| Abstract (English): | This research article examines the recontextualization of English language teaching in Colombia, highlighting how educational policies and teaching methodologies have changed over time. It focuses on the recontextualization of international discourses, such as the Common European Framework of Reference for Languages (cefrl), within the Colombian educational system. The research, based on Basil Bernstein's theory, analyzes how these external influences have shaped the curriculum, standardized assessment (icfes), and the perception of bilingualism, privileging English over other languages and molding students' identities for the demands of the global market. Furthermore, the tensions and challenges faced by teachers and educational institutions with the implementation of these policies are explored. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo es el resultado de la investigación "El bilingüismo en Colombia y su recontextualización como política lingüística", realizada en la Universidad Pedagógica Nacional de Colombia. Examina la recontextualización de la enseñanza del inglés en Colombia y destaca cómo las políticas educativas y las metodologías de enseñanza se han transformado a lo largo del tiempo. Se enfoca en la recontextualización de discursos internacionales, como el Marco Común Europeo de Referencia para las Lenguas (mcerl), en el sistema educativo colombiano. La investigación, basada en la teoría de Basil Bernstein, analiza cómo estas influencias externas han configurado el currículo, la evaluación estandarizada (icfes) y la percepción del bilingüismo, privilegian el inglés sobre otras lenguas y moldean la identidad de los estudiantes para las demandas del mercado global. Además, se exploran las tensiones y desafíos que enfrentan los docentes y las instituciones educativas ante la implementación de estas políticas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo de pesquisa examina a recontextualização do ensino de inglês na Colômbia, destacando como as políticas educacionais e as metodologias de ensino se transformaram ao longo do tempo. Ele se concentra na recontextualização de discursos internacionais, como o Quadro Comum Europeu de Referência para as Línguas (qcer), no sistema educacional colombiano. A pesquisa, baseada na teoria de Basil Bernstein, analisa como essas influências externas têm moldado o currículo, a avaliação padronizada (icfes) e a percepção do bilinguismo, privilegiando o inglês sobre outras línguas e modelando a identidade dos alunos para as demandas do mercado global. Além disso, são exploradas as tensões e os desafios enfrentados pelos professores e pelas instituições educacionais diante da implementação dessas políticas. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This research article examines the recontextualization of English language teaching in Colombia, highlighting how educational policies and teaching methodologies have changed over time. It focuses on the recontextualization of international discourses, such as the Common European Framework of Reference for Languages (cefrl), within the Colombian educational system. The research, based on Basil Bernstein's theory, analyzes how these external influences have shaped the curriculum, standardized assessment (icfes), and the perception of bilingualism, privileging English over other languages and molding students' identities for the demands of the global market. Furthermore, the tensions and challenges faced by teachers and educational institutions with the implementation of these policies are explored. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01212494 |
| DOI: | 10.17227/pys.num65-24429 |
