Header: TASK 2 - DISCUSSION PANEL 1

Unit 1: Task 2 - Discussion Panel

Angela Yireth Avendaño Caicedo

Laura Carvajal Correa
Maribel Fajardo Sánchez

Course Code: 551035

Tutor: Angie Xiomara Pinto

Colombian Education
Licenciatura en inglés como Lengua Extranjera
Universidad Nacional Abierta y a Distancia UNAD
Escuela de Ciencias de la Educación
March, 2020
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Step 1 - Comic Strip:
Angela Yireth Avendaño Caicedo: “Being bilingual in Colombia according to PNB (Plan
Nacional de Bilingüismo)”
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Laura Carvajal Correa: “Foreign language education policy in Colombia”
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Maribel Fajardo Sánchez: “Cultural Implications for bilingual education in Colombia”
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Step 2 - Speech outline
Angela Yireth Avendaño Caicedo

Speech Outline
Speaker Angela Yireth Avendaño Caicedo
name:
Panel March 24 of 2020
Date:
Topic: “Being bilingual in Colombia according to PNB (Plan Nacional de
Bilingüismo)”
Specific The purpose of this speech is to make known what does It mean to be
Purpose: bilingual within the framework of the NPB (National Plan of Bilingualism),
the importance of English in Colombia according to the MEN and the level
that students must have at the time of finishing school.
Atterntion To get their attention, I will use a clear voice and I will speak about the
Getter: importance of the subject, since it must be made clear that bilingualism plays
an important role in our societies because is necessary to have citizens able to
communicate in English in such a way that they move the country into
universal communication processes, into the global economy, and into a
cultural openness with internationally comparable standards
Thesis: Make known what it means to be bilingual within the framework of the NPB
and the importance of English in Colombia according to MEN.
Introductio The current world is characterized by intercultural communication, by the
n: growing rhythm of scientific and technological advances and by programs of
internationalization. These circumstances pose the need for a common
language that allows the international society to access this new globalized
world (MEN, 2006, p. 7).
In the Colombian context English is considered a foreign language. Given its
importance as a universal language, the Ministry of Education has
established, as one of the core points of its educational policy, the
improvement of the quality of the teaching of English so that when the
students finish their studies they become citizens able to communicate in
English in such a way that they move the country into universal
communication processes, into the global economy, and into a cultural
openness with internationally comparable standards. Therefore, it is intended
that students, at the time of finishing school, attain a B1 competence level in
English (MEN, 2006, p. 6).
Statement The National Bilingualism Program is oriented toward having
1: citizens able to communicate in English in such a way that
Body: they move the country into universal communication
processes, into the global economy, and into a cultural
openness with internationally comparable standards.
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Statement In the Colombian context, English is considered a foreign
2: language. Given its importance as a universal language, the
Ministry of Education has established, as one of the core
points of its educational policy, the improvement of the quality
of the teaching of English, leading to better performance levels
in this language
Statement It is intended that students, at the time of finishing school,
3: attain a B1 competence level in English
Conclusion In the same line of thought, between the ideal speaker constructed in the
s: “estándares” and the real learner who faces society with all its imperfections,
there is a huge gap because the latter might have trouble.
The monolithic concept of language as one fixed system leaves out all the
shades language takes on in different speech acts. In the school setting
students are exposed mainly to the academic variety of the L2, because the
school, in general terms, is an academic setting. In a large monolingual and
monocultural context like Colombia, where the majority of students are
native speakers of Spanish and are exposed to only the cultural practices of
Colombian society, there is very little (or none) opportunity to acquire
pragmatic and sociolinguistic competence in the L2 to perform as expected
by the PNB.
Closing: By and large, the standards described in the “Estándares” are envisaged for an
imagined and ideal group of students who differ greatly from the real students
who attend schools. The project is offering “tangible benefits of a few but
only symbolic ones for the many” (Edelsky, 2006, p. 6).
Bibliograp Guerrero, H. (2008). Bilingual Colombia: What Does It Mean to Be Bilingual
hy: within the Framework of the National Plan of Bilingualism? Profile: Issues in
Teachers´ Professional Development, 10(1), 27-45. Retrieved from
https://revistas.unal.edu.co/index.php/profile/article/view/10563

Laura Carvajal Correa:

Speech Outline
Speaker Laura Carvajal Correa
name:
Panel Date: March 24 of 2020
Topic: Foreign language education policy in Colombia
Specific Inform community members about the policy of foreign language education in
Purpose: Colombia that it has become more than a privilege of a sector of the population,
in need of adaptive competition. The premise of the policies is that the
processes to form bilingual subjects are diverse and, consequently, their results
are heterogeneous.
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Atterntion Globalization trends and the importance of access to knowledge and the
Getter: economy, in its mission of integrally training citizens facing the world, in
Colombia, established proficiency requirements in foreign language, English,
disciplines and institutional requirements for the granting of degrees
undergraduate and graduate professionals
The “Common European Framework of Reference for Languages: Learning,
Teaching and Evaluation, established parameters to verify the mastery of the
second language in contexts in which they come together for cultural,
commercial and academic exchange in the geographical and linguistic
conditions that allow
Thesis: Foreign language education policy in Colombia

Introductio The foreign language policy guidelines presented below are based on MEN's
n: National Bilingualism Program 2004-2019.
After ten years of designing and implementing an explicit English-dominant
foreign language education policy we deem it necessary to uphold the existing
debate in two ways:

By outlining the initiatives preceding that enterprise as well as the current ones.
By providing open questions about the future and development of English-
Spanish bilingualism in Colombia.

This paper begins with a background review of all Colombian linguistic

educational policies, since their inception in the 19th century until now. Next,
it discusses Colombia's transitions in its policies. It is therefore our intention to
address these reflections to all stakeholders in a persistent national education
policy whose conversation urges to be expanded.
Statement In 1991 there was an economic policy expansion and massive
1: admission of imports, which called for a need to improve he
Body: English level of students and teachers.
Statement In 1994 The General Education Law is created, broadly states
2: the acquisition of conversation and reading elements at least in
a foreign language as a desirable goal.
Statement In 2004 launched the Programa Nacional de Bilinguismo. First
3: inclusion of the common European framework
Conclusion English is anew presented as a neutral, nuance-less, apolitical system to
s: codify reality detached from all ties to its real bases, a royal road to include
the country in a global economy, since it is deemed as the language of the
new world, the sole language worth promoting and the one that opens
scientific and technological progress with the exclusion of indigenous
languages
Closing: Globalization means greater and growing interaction, competition and
cooperation between communities, societies, institutions and professionals
with different languages. In this context, the efficiency of organizations and
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people to communicate in a language different from the one of origin with
others, or in a third common to the previous ones, constitutes, rather than the
privilege of a sector of the population, a need for competition adaptive.

This is the reason why the Ministry of Education, multilateral organizations

and universities in the world, have drawn guidelines of policy so that in the
Institutional Educational Projects (PEI) and in the academic programs, the
teaching and learning of a foreign language is promoted as an inherent part of
the training, thus guaranteeing access to the students and the university
community in general Universal and cutting-edge knowledge in the disciplines,
adapting to the worldview of business and participating in the benefits of
multiculture.
Bibliograp Carvajal, C. & Tejada, I. (2016). Unanswered Questions in Colombia's
hy: Foreign Language Education Policy. Profile Issues in Teachers` Professional
Development, 18(1), 185-201. Retrieved from
https://dx.doi.org/10.15446/profile.v18n1.51996

Maribel Fajardo Sanchez

Speech Outline

Speaker
Maribel Fajardo Sanchez
name:

Panel
23 march 2020.
Date:

Topic: 3- Cultural Implications for bilingual education in Colombia”

Is “an active process of communication and interaction between

cultures for purposes of mutual enrichment”. The emphasis here seems to

Specific
be on reciprocity, on inter-relationships. Both cultures benefit from the
Purpose:
process.

Furthermore, this individual knows how to adapt his behavior and attitudes to
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a particular cultural environment, and can synthesize cultural characteristics of

both cultures teachers and parents whose.

children go to bilingual schools have tended to assume that a vision of cultural

enrichment will result effortlessly from the contact with other languages and

cultures. Also “Learning another language opens the doors for them to

other cultures and allows them to enrich themselves.”

The advantages of employing native speakers of the foreign or

second language in terms of models for language acquisition, particularly in

the area of pronunciation, must be weighed up against their ability to relate to

the children in their care, both linguistically and culturally.I consider that.

I consider that there are several questions on this topic, one of them is

because we did not manage to unify several cultures and rescue the English

Atternti language, since it is so important that children learn to speak and understand it,

on Getter: since it is a dilemma in some students who do not understand it and there it

goes wrong.. ¿ why

Why not take an interest in the English language culture where you can easily

unify and help children acquire the language?

I consider that it is important to know the cultures, beliefs, food, costumes, etc.

so that the students know their cultures and become more familiar with the

English language. it is important to analyse

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the current discourse on investment in English from a critical point of view,

in order to determine “who in reality benefits from the promotion of

‘bilingualism’”.

(, how can bilingual education programmes actively help towards the

creation of a more understanding, a more tolerant society?

I think there are several ways forward maintains, it is important to analyse

the current discourse on investment in English from a critical point of view, in

order to determine “who in reality benefits from the promotion of

‘bilingualism’”. t present, there is a tendency to accept uncritically the

necessary connection between `bilingualism` (in other words, English

language proficiency) and better employment prospects.

The , teachers need to be sensitive to the cultural implications of what they

are teaching, not only in the area of Social Science but also in other content
Thesis:
areas. They need to be able to help their students become aware of the value

of different ways of seeing the world

In Colombia, there is a trend towards English-Spanish bilingualism at the

expense of bilingualism in other foreign languages or in indigenous languages.

. it is considered important that Colombian school graduates develop a

Introdu
pluralistic world view, take an expression, or an idea that is recognition of
ction:
linguistic and cultural diversity in our world can lead to recognition of the

importance of tolerance and respect for the other. when bilingualism or

bilingual education are referred to,

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the central focus is on one particular language – English.

This focus on Spanish/English bilingualism now predominates and the

other dimensions of multilingualism and cultural difference in Colombia

are

often ignored. The existence of other languages in different regions of the

country is overlooked, particularly the languages of indigenous Colombian

populations. The teaching of other modern languages (e.g. French . . .) has

also been undermined by the spread of English and by people’s increasing

desire to ‘invest’ in English”

This is very true, especially if we think of the Ministry of Education

(M.E.N.)

promotion of the National Bilingual Programme (2004-2010) a project

which aims at ensuring that,“Colombian citizens will be able to

communicate through English with internationally comparable standards.

This will contribute to the insertion of the country in the processes of universal

communication, the global economy

and cultural openness” (M.E.N. presentation, 2006)

The emphasis here is very clearly stated: the reference is only to English and

the aim is competitivity in international markets, though there is an

interesting reference to cultural openness.

The notion of a `national bilingual programme` brings to the fore the

concept of a national languages policy, particularly in view of the recognition

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of Colombia as a multiethnic and pluricultural nation in the Colombian

Political

in reality bilingualism in internationally prestigious languages

Stateme
(particularly Spanish-English bilingualism) has been
nt 1:
privileged.

Because This is seen as providing access to a highly `visible`,

Stateme
socially-accepted form of bilingualism, leading to the
nt 2:
possibility of employment in the global market-place.

is an urgent need to be competent in English, the

Body: strategy that you have decided on for the city cannot be limited

to two languages. has been little real concern about

Stateme
the implications of contact with other cultures. Teachers and
nt 3:
parents whose children go to bilingual schools have tended to

assume that a vision of cultural enrichment will result

effortlessly from the contact with other languages and cultures.

1. the adoption of an instrumental perspective, with a corresponding

emphasis on the material and economic benefits of being bilingual

in two internationally prestigious languages.

Conclus
2. On the relationship of bilingual education and the construction of a
ions:
more tolerant society in Colombia.

3. `bilingualism` to Spanish/English bilingualism leads to a distorted view

of the complex interrelationships between languages, cultures and

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identities in the Colombian context. Possible future directions for

bilingual education programmes for majority language speakers, in

order to help to enhance the recognition and valuing of linguistic and

cultural diversity in the country.

I think it is increasingly evident that it is not enough to hire teachers who

have a high level of foreign language proficiency to teach in bilingual schools.

It is equally important that both teachers and school administrators understand

Closing:
the principles of bilingualism and bilingual education, so that they are able to

make informed choices about academic and linguistic issues in their specific

bilingual contexts.

Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition

of Languages, Cultures, and Identities. Colombian Applied Linguistics

Journal, (8), 152-168. Retrieved

from https://revistas.udistrital.edu.co/index.php/calj/article/view/176

Bibliogr Usma W., J. (2009). Education and Language Policy in Colombia:

aphy: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of

Global Reform. Profile Issues in Teachers` Professional Development, (11),

123-142. Retrieved

from https://revistas.unal.edu.co/index.php/profile/article/viewFile/10551/1101

4
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Step 3 - Discussion Panel:

Link to the Discussion panel recording: https://www.youtube.com/watch?v=qxKiUpeNvEs

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References

Carvajal, C. & Tejada, I. (2016). Unanswered Questions in Colombia's Foreign Language

Education Policy. Profile Issues in Teachers` Professional Development, 18(1), 185-201.
Retrieved from https://dx.doi.org/10.15446/profile.v18n1.51996

Guerrero, H. (2008). Bilingual Colombia: What Does It Mean to Be Bilingual within the
Framework of the National Plan of Bilingualism? Profile: Issues in Teachers´ Professional
Development, 10(1), 27-45. Retrieved from
https://revistas.unal.edu.co/index.php/profile/article/view/10563

Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages,

Cultures, and Identities. Colombian Applied Linguistics Journal, (8), 152-168. Retrieved from
https://revistas.udistrital.edu.co/index.php/calj/article/view/176