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Foreign Laguage Policies (Globalization (Introduce foreign languages into…
Foreign Laguage Policies
Globalization
Introduce foreign languages into the school system through policies as part of international political and economic agendas
PROGRAMS
& LAWS in Colombia
COFE Project
This Program attempted to improve the professional
development to local teachers.
it was focus for university teachers and research..
Against
Teachers unfamiliar with educational research, limited resources and insufficient administrative leadership
Correa & Usma
In Favor
Professional development to local teacher educators. Self-access centers material. Universities engage in research.
Correa & Usma
Law 115
Against
Transition from highly centralized, nationally bounded to a weakened, competitive,and marketized law.
Correa & Usma
In Favor
Reorganize the whole school system and establish specific goals for foreign languages in the country. School autonomy.
Correa & Usma
Curricular guidelines for foreign lang.
These guidelines attempted to get into the specifics of the National law in terms of foreign language approaches and methods.
Against
This limited teachers’ exercise of autonomy by establishing the conceptual frameworks.
Correa & Usma
In Favor
PNB (2004-2019)
Colombian people into the global working market with a bilingualism regarding the necessities of the diverse population, respecting minority languages (ethno-education) CEFR as national standard in Saber 11 and Saber-Pro. Integration of flexible models of education and enhance of communicative competence.
Against
Externalization, internalization, bilingualism (Spanish - English), Stratification, standardization, marketization Intrumentalization. Lack of preparation of teachers and research contextualization.
Correa & Usma, García &García, and Gómez
In Favor
Improve Communicative Competence.
Recognize minority languages.
García & García and Gómez
PFDCLE (2010-2014)
To continuity with the strategies strengthening English instruction and solve the bad results on test. Colombians competitive for the global market. Language as an instruments to commercialize. Materials were designed to approach particular needs.Colombian specialist invited in the designing process.Teachers' training.
Against
English to put colombian human capital into the global market.
Gómez
In Favor
Enrich the training opportunities, develop educational material designed by Colombian specialists to particular needs and guidelines for teachers' pedagogical formation.
Gómez
Law 1651
(2013)
Gave relevance to the acquisition of a foreign language in all levels of education.
Prioritize the teaching of English in the public educational institutions of the country without disregarding the wide variety of indigenous languages
spoken in the national territory. Aims to develop communicative skills in a foreign language”
Against
In Favor
Relevance to foreign language without disregarding minority languages.
Gómez
Colombia, very well! PNI
To continue with strategies while proposing other interventions strategies. Market English by mass media. CEFR aligned with 5th and 9th grades. Teachers' training and rewards. Minimum 3 hours of English per week. Provided technology and material. Interrupted 5 months later.
Against
Employability but not social development.
Gómez
In Favor
Teacher's system of incentives Increase hours of english, provide school with technology resources.
Gómez
Bilingual Colombia
(
__
-2018)
Recover the bilingualism conception (Spanish- English) that was exclude in the PNI. Pedagogical principles and guidelines. Basic learning rights .The plan attempted to address by 2018 35% of the colombian eleventh graders from the public sector at B2 level, and 8% at an A1 level.
Against
Miss conception of Bilingualism. Commercialization more than equity. Marketization.
Gómez
In Favor
Construct a flexible and adaptable curriculum following a communicative approach. Donate materials to the schools.
Gómez
The English Syllabus
The plan attempted to address students’ low levels of proficiency; lack of clear and feasible objectives in schools. Renovate
language teaching and learning. Updated materials and textbooks.
For grades 6-9 & 10-11 Communicative approach to language teaching.
school administrators considerincluding other languages in their curricula.
In Favor
Attempt to address students’ low levels of proficiency. Implement the communicative approach
Correa & Usma
Against
Teachers with no oral proficiency and not familiar with the method.
Correa & Usma
Elana Shohamy
Language policies around the world
Againts
Lack of sense of reality. Policies are made exclusively by policy bodies. Disconnected from reality. Politicians design policies according to political agendas and ideologies.
Favor
Any policy needs to be viewed as a communicative, negotiable, and democratic act of expanding the participation.
Teachers‘ participation
Againts
Teachers as law executors, passive actor of the educational system.
Teachers as the ones to be blamed if LPs failed.
Favor
Teachers should take active roles in creation, introduction and implementation of LP. Teachers are social actors. Teachers need to bring educational knowledge, experience and praxis into the policy making process.
Mechanisms
Favor
These are tools that serve as mediator between ideology and practice.
They are part of a bureaucratic process.
Against
Language tests are established to classify the one who don’t speak a language from the ones who do.
Mechanisms are design in terms of membership.Tools to establish rules and regulations.