COLOMBIAN LINGUISTIC POLICY: THE TEACHER PROFESSIONAL DEVOLOPMENT AND THE CHALLENGES TO IMPLEMEN IT INGRID RODRIGUEZ-MONTAÑO University of Bordeaux LACES Ingrid31.rodriguez@gmail.com
1. The Colombian Language teaching Policy trough history until today. 2. The Common European Framework of Reference to include the country in the universal communication and the global economy. 3. The importance of the Professional Development for English Teachers. 4. Difficulties in the Language Policy implementation. 5. Profiles 2
1991: Recognition of Colombia as multilingual and multicultural nation. (Constitution 1991, article 7) 65 indigenous languages. 1994: General Law of Education: ethno-bilingual and intercultural education for ethnic communities. CSL-Spanish bilingualism. 1998-1999 : Guidelines of the Spanish curriculum M.T. and Foreign Languages. 1 hour / week. 2004: National Bilingualism Programme ( PNB 2004-2019): English 2006 : Basic Standards of F.L. Competence: English: Language Policy guideline (Truscott et Fonseca 2009) 3
Model Common Language of performance Levels International Standards Global impact 4
Secretaría de Educación tests de Cali 2010 Promedio 2005 2010 2015 2019 Docentes de inglés basica y media con nivel B2 Estudiantes media que alcanzan nivel B1 ICFES 6,8% 35% (50%) 75% 100% 8% 40% 70,4% 100% Futuros docentes de inglés basica y media que alcanzan nivel C1 58% B2 0% C1 75% B2 25% C1 100% B2 50% C1 100% C1 Estudiantes universitarios que alcanzan nivel B2 28% B1 70% B1 30% B2 «Objectives Vision Colombia 2019». (MEN 2006) 100% B1 70% B2 100% B2 5
TPD English teachers Improve language and didactics level of English Teachers 100% High School students B1 100% Students B2 100% students in F.L. C1-C2 Language Level Certification Educational credits Professional exchange Assessment 2019 : Explicit request of English proficiency for access to employment Citizens able to communicate in English 6
English Level Culture Didactics Standards and curriculum Tic/Innovation Classroom Research Teachers without the language level required. Lack of Planning Lack of materials in the institutions Difficult social contexts Motivate teachers 7
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Profile Understands of teaching contexts Teaches from reality and the teacher s needs Is opened to difficult situations from the official sector Is a Model Is Creative and recursive Respects teacher s learning styles and rhythm Purposes a change from the practice Has strong training and motivation Creates a collective learning process 9
Necessary change of point of view of the CEFR to include other national and international languages. Be realistic for the project Colombia Bilingüe 2019. Change takes time. Primary Teachers need time to acquired the demanded skills in English. Teacher s educators need to be aware of social teaching contexts and difficulties to provide a meaningful TPD. Policy makers have to be conscious about social contexts when making reforms: teaching conditions to be changed and improved. 10
References Cely, R. M. (2007). Una Colombia bilingüe. Entrevista con Rosa María Cely. Eleducador.com, November 12, 2007. Retrieved November 20 2014 from http:// www.eleducador.com/col/contenido/contenido.aspx?catid=107&conid=205 Colombia. Ministerio de Educación [MEN]. (2006).Programa Nacional de Bilingüismo. Retrieved November 15 2014 from http:/www.colombiaaprende.edu.co/htlm/productos/1685/article_158720.html Correa, D., Usma, J., & Montoya J. (2014). El Programa Nacional de Bilingüismo desde la Perspectiva de los actores Educativos: un estudio exploratorio en el departamento de Antioquia. Revista Ikala, 19, 1-15. Coste, D. (2013, «De la conception aux usages : CECR et couteau suisse», Les Cahiers du GEPE. Retreived October 30 2014 from http://cahiersdugepe.misha.fr/index2628.php De Mejia, A.-M. (2012). English Language as Intruder: The Effects of English Language Education in Colombia and South America - a critical perspective: English Language As Hydra, Its impact in Non- English Language Cultures. Bristol, UK: Multilingual Matters. Usma, J. A. (2009) Education and language policy in Colombia: exploring processes of inclusion, exclusion and stratifications in times of global reform. PROFILE. Issues in Teachers' Professional Development, 11(1) 123-142 Valencia, S. (2006). Literacy practices, texts, and talk around texts: English Language teaching developments in Colombia. Colombian Applied Linguistics Journal, 8, 7-37 11
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