Bilingual Education in Colombia: An Overview of English Learning Outcomes

Bilingualism programs in Colombia are designed with clear pedagogical goals, aiming to enhance the English language proficiency of students. The effectiveness of these programs is largely measured through the results of the Saber 11th test, a standardized national assessment administered by the Colombian Institute for the Evaluation of Education (ICFES). This test evaluates students' competencies across various subjects, including English, in the final year of upper-secondary education (11th grade). The results offer critical insight into the academic achievements of students and provide a measure of the nation's progress in bilingual education.

The Saber 11th test comprises multiple-choice questions and assesses a student's skills in critical reading, mathematics, social studies, citizenship, natural sciences, and English. Specifically, the English section of the test contains 45 questions distributed across seven parts, each focusing on different language skills:

1. Lexical knowledge: The student’s vocabulary and word usage.
2. Pragmatic knowledge: The ability to understand and use language in context.
3. Communicative knowledge: The capacity to use English for communication in real-world situations.
4. Grammatical knowledge: Understanding of English grammar structures.
5. Reading comprehension (literal level): The ability to understand basic, direct meanings in text.
6. Inferential reading process: The ability to draw conclusions and make inferences from text.
7. Grammatical and lexical knowledge: Combined assessment of vocabulary and grammar.

This test is aligned with the Basic Standards of Competence in Foreign Languages: English, as defined by the Common European Framework of Reference for Languages (CEFR), which guides language learning, teaching, and assessment across Europe and globally.

English Learning Goals in Bilingual Programs

Over the years, various bilingual education programs in Colombia have set ambitious targets for English language proficiency among high school graduates. These programs aim to help students reach at least a B1 level of proficiency according to the CEFR, which is considered an intermediate level of communicative competence. Below are the goals of different bilingual initiatives:

• National Bilingualism Program (2004–2019): Targeted 100% of Colombian high school graduates achieving B1 proficiency by 2019.
• Project for Strengthening Foreign Language Competencies (2010–2014): Set a goal of 40% of high school graduates achieving B1 in 2014.
• National English Program: Colombia Very Well (2015–2025): Aimed for 50% of graduates to reach B1 proficiency by 2025.
• Colombia Bilingüe (2014–2018): Targeted only 8% of graduates to achieve B1 proficiency by 2018.

Despite these ambitious goals, none of the programs have fully reached their targets. For instance, in 2018, only 4.3% of students from public schools who took the Saber 11th test achieved the B1 level (Ministerio de Educación Nacional, 2019). This data highlights the ongoing challenges in meeting the bilingualism targets set by the government.

Challenges Contributing to Limited Success

Several factors may explain why these programs have not met their goals. A significant issue is the overlap and inconsistency of government policies across different presidential terms. Each new administration introduces a new development plan, often disregarding the strategies and initiatives of previous leaders. This lack of continuity has made it difficult for teachers to fully grasp and implement the language policies of each new program. Moreover, educators are frequently required to adjust their teaching methods as policies change, leading to confusion and inefficiency in the classroom. By the time teachers understand and start applying the previous guidelines, they are often replaced by new policies, resulting in a lack of sustained progress in English language teaching.

Characteristics of Bilingual Education in Colombia

In Colombia, English is considered a foreign language, primarily taught in classrooms rather than used in everyday communication. This means that students are exposed to English in controlled, academic settings, limiting their opportunities for practical use outside the classroom. Nonetheless, the Ministry of National Education believes that, with proper instruction, students can achieve high levels of proficiency, making them capable communicators when needed.

This model of bilingualism is often described as elective bilingualism, as students choose to enroll in language classes. Despite the dominance of Spanish in daily life, these educational programs allow students to acquire English, adding a second language to their skillset. The aim is that upon completing their schooling, students will have achieved at least a B1 level of proficiency, equipping them with the necessary language skills for both academic and professional contexts.

In summary, while Colombia has made strides in promoting bilingual education, challenges remain in achieving the desired outcomes. Variability in policy implementation, coupled with a lack of consistency in teacher training, has hindered the progress of students' English proficiency. However, the continued focus on bilingual education, coupled with targeted improvements in teaching and policy coherence, holds promise for future success in achieving higher levels of proficiency in English among Colombian students.

References

Ministerio de Educación Nacional. (2019). Contexto colombiano en el dominio del inglés. Retrieved from http://aprende.colombiaaprende.edu.co/es/colombiabilingue/86717