Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo

José David Herazo Rivera, Sonia Jerez Rodríguez, Danilza Lorduy Arellano

Abstract


The Programa Nacional de Bilingüismo (PNB) seeks to promote English proficiency in Colombian society in order to position Colombia within world communication processes, a global economy, and an increasingly multicultural world. Using documentary and statistical data within a case study approach, we characterize the PNB as a case of acquisition planning and argue that some of the social conditions that bolster bilingualism are not sufficiently developed in the Colombian context. Specifically, we maintain that the number of jobs requiring bilingual workers in Colombia's labor market and the patterns of international mobility of Colombians provide little opportunity and incentive for developing bilingualism to the extent envisioned by the PNB.

Received: 08-02-12 / Reviewed: 26-04-12 / Accepted: 22-05-12/ Published: 01-08-12

How to reference this article:

Herazo, J., Jerez, S., & Lorduy, D. (2012). Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo. Íkala, revista de lenguaje y cultura, 17(2), 199-213.


Keywords


bilingualism, Programa Nacional de Bilingüismo, opportunity, incentive, language policy and planning, labor market, interlingual contact

Full Text:

PDF

References


Ayala, J., & Álvarez, J. (2005). A perspective of the implications of the common European framework: implemention in the Colombian socio-cultural context. Colombian Applied Linguistics Journal, 7, 7-26.

Bogotá city Council (2005). Bogotá Bilingüe Diez Años, Retrieved from: http://www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp?i=18098

Bongaerts, T., & de Bot, K. (Eds.). (1997). Perspectives on foreign-language policy: studies in honour of Theo van Els. Amsterdam, Netherlands; Philadelphia, PA: John Benjamins.

Canto, M. (2008). Gobernanza y participación ciudadana en las políticas públicas frente al reto del desarrollo. Politica y Cultura, 30, 9-37.

Cárdenas, M. (2006). Bilingual Colombia: are we ready for it? What is needed? Paper presented at the 19th Annual English Australia Education Conference Perth, Australia.

Cárdenas, M. (2007). Language policies and classroom realities: bridging the gap. ASOCOPI Newsletter, 6 - 7. Retrieved from http://asocopi.org/files/newsletter_march_2007.pdf

Cely, R. (2009). Perfil del docente de inglés. Paper presented at the Congreso Nacional de Bilingüismo, Armenia, Colombia.

Cooper, R. (1989). Language planning and social change. Cambridge, England: Cambridge University Press.

Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge, England: Cambridge University Press.

DANE. (2007). Anuario estadístico: Entradas y salidas internacionales Colombia. Bogotá, Colombia: DANE.

DANE. (2011a). Anuario estadístico: Entradas y salidas internacionales Colombia. Bogotá, Colombia: DANE.

DANE. (2011b). Censo de población 2005. Retrieved from http://www.dane.gov.co/index.php?option=com_content&view=article&id=307&Itemid=124

DANE. (2011c). Indicadores básicos de tecnologías de la información y la comunicación: Año 2010. Bogotá, Colombia: DANE.

DANE. (2012). Principales indicadores del mercado laboral: enero de 2012. Bogotá, Colombia.

De Ferranti, D., Perry, G., Ferreira, F., & Walton, M. (2004). Inequality in Latin America: breaking with history? Washington, DC: The World Bank.

De Mejía, A. (2006). Bilingual education in Colombia: towards a recognition of languages, cultures, and identities. Colombian Applied Linguistics Journal, 8, 152-168.

Duff, P. (2008). Case study research in Applied Linguistics. New York, NY: Lawrence Erlbaum Associates.

Ellis, R. (2003). Task-based language learning and teaching. Oxford, England: Oxford University Press.

Fasold, R. (1984). The sociolinguistics of society. Oxford, England; New York, NY: B. Blackwell.

García, O., & Kleinfgen, J. (2010). Emergent bilinguals: policies, programs, and practices for English language learners. New York, NY: Teachers College, Columbia University.

George, A., & Bennett, A. (2005). Case studies and theory development in the social sciences. Cambridge, Mass: MIT Press.

González, A. (2007). Professional development of EFL teachers in Colombia: between colonial and local practices. Íkala, revista de lenguaje y cultura, 12(18), 309-332.

González, A. (2009). On alternative and additional certifications in English language teaching: the case of Colombian EFL teachers' professional development. Íkala, revista de lenguaje y cultura,14(22), 184-209.

Grin, F., Regina, J., & Ó Riagáin, D. (2003). Language policy evaluation and the european charter for regional or minority languages. Basingstoke, England; New York, N.Y: Palgrave Macmillan.

Guerrero, C. (2010). The portrayal of EFL teachers in official discourse: the perpetuation of disdain. PROFILE, 12(2), 33-49.

Herazo, J., & Donato, R. (in press). Mediating meaning in interaction: researching the connection between professional development and teacher practice. In B.,

Yoon & H., Kim (Eds.), Teachers' roles in second language learning: Classroom applications of sociocultural theory.

Hornberger, N. (1994). Literacy and language planning. Language and Education, 8(1/2), 75 - 86.

Hornberger, N. (2006). Frameworks and models in language planning. In T., Ricento (Ed.), An introduction to language policy: Theory and method. Malden, MA: Blackwell Publishing Ltd.

McDonald, J., Klein, E., & Riordan, M. (2009). Going to scale with new school desings: reinventing high school. New York, NY; London, England: Teachers College Press.

Ministerio de Educación Nacional. (2005a). Bases para una nación bilingüe y competitiva. Retrieved from http://www.mineducacion.gov.co/1621/propertyvalue-32266.html

Ministerio de Educación Nacional. (2005b). Colombia Aprende. Retrieved from http://www.colombiaaprende.edu.co/html/productos/1685/article-158720.html

Ministerio de Educación Nacional. (2006a). Decreto 3870. Retrieved from http://www.mineducacion.gov.co/1621/article-112277.html

Ministerio de Educación Nacional. (2006b). Estándares básicos de competencias en lenguas extranjeras: Inglés. Bogotá, Colombia: Ministerio de Educación Nacional.

Ministerio de Educación Nacional. (2006c). Vision 2019: Educación propuesta de discusión. Bogotá, Colombia: Ministerio de Educacion Nacional.

Ministry of Culture (2009). Government bill language for all. Stockholm, Sweden.

Paulston, C. (1987). Catalán and Occitan: comparative test cases for a theory of language maintenance and shift. International Journal of Sociology of Language, 31-62.

Payne, M. (2007). Foreign language planning: towards a supporting framework. Language problems & language planning, 31(3), 235-256.

Quintero, A. (2007). The place of language teachers' decision making in the hierarchy of planning functions in the language-teaching operation. ASOCOPI Newsletter, 8-9. Retrieved from http://asocopi.org/files/newsletter_march_2007.pdf

Renique, A. (1997). NAP as a basis for a coherent FLT policy. In T., Bongaerts, & K., Bot (Eds.), Perspectives on foreign-language policy: studies in honour of Theo van Els. Amsterdam, Netherlands; Philadelphia, PA: John Benjamins.

Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196 - 213.

Samoilovich, D. (2008). Pathways to innovation: rethinking the government of public universities in Latin America. In A., Gazzola, & A., Didriksson (Eds.), Trends in higher education in Latin America and the Caribbean (pp. 307-366). Caracas, Venezuela: UNESCO IESALC.

Sánchez, A., & Obando, G. (2008). Is Colombia ready for ''bilingualism''? PROFILE, 9, 181-195.

Shohamy, E. (2006). Language policy: hidden agendas and new approaches. London, England; New York, NY: Routledge.

Sottoli, S. (2002). La política social en América Latina: Diez dimensiones para el análisis y el diseño de políticas, Papeles de Población, 34, 43-63.

Spolsky, B., & Shohamy, E. (1997). Planning foreign language education: an Israeli perspective. In T., Bongaerts, & K., Bot (Eds.), Perspectives on foreign-language policy: studies in honour of Theo van Els. Amsterdam, Netherlands; Philadelphia, USA: John Benjamins.

Tochon, F. (2009). The key to global understanding: world languages education why schools need to adapt. Review of Educational Research, 79(2), 650 - 681. doi: 10.3102/0034654308325898

Usma, J. (2009a). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. PROFILE, 11, 123-141.

Usma, J. (2009b). Globalization and language and education reform in Colombia: A critical outlook. Íkala, revista de lenguaje y cultura, 14(22), 19-42.

Valencia, S. (2007). Implications of ''bilingüismo'' and globalization processes in Colombia: insights from research on ELT policy and practice. ASOCOPI Newsletter, 14-15. Retrieved from http://asocopi.org/files/newsletter_march_2007.pdf


Abstract : 2510 PDF : 1531

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Esta publicación hace parte del Sistema de Revistas de la Universidad de Antioquia
¿Quieres aprender a usar el Open Journal system? Ingresa al Curso virtual
Este sistema es administrado por el Programa Integración de Tecnologías a la Docencia
Universidad de Antioquia
Powered by Public Knowledge Project