Bilingual Education in Colombia: An Evolution of Policies and Programs

 In the 1990s, Colombia experienced a significant transformation, not only in its legal framework but also in its societal expectations. The country was grappling with various forms of violence that had previously restricted freedoms, rights, and guarantees for many citizens. In response, the Colombian government called for a restructuring of the state and a new National Political Constitution, which came into effect on July 7, 1991. Article 67 of this constitution underscores education as both a right and a public service, highlighting its social function in granting access to knowledge, science, technology, and culture.

To further this vision, the General Education Law of 1994 was enacted, which organized the educational system into three levels: preschool, basic education (primary and secondary cycles), and upper-secondary education. Primary education, covering the first five grades, aimed to develop foundational communication skills in both the mother tongue and a foreign language. The law emphasized the importance of promoting reading and basic communication abilities, both orally and in writing, in Spanish and other languages, particularly in the case of ethnic groups with distinct linguistic traditions. Secondary education, encompassing grades six through nine, focused on enhancing students' understanding and expression of complex messages in both Spanish and foreign languages, alongside literary studies.

Upper-secondary education, which includes grades 10 and 11, laid the foundation for students' entry into higher education. Although it did not establish specific linguistic objectives, it underscored the importance of communication skills, both in Spanish and the mother tongue, as well as the promotion of reading habits.

Building on these frameworks, the Colombian Ministry of Education issued Resolution 2343 on June 5, 1996, which set out general curricular guidelines and established achievement indicators to guide educational processes. These indicators were designed to track student progress and assess their development in line with the expected learning outcomes.

For foreign language (FL) classes, particularly English as a Foreign Language (EFL), performance indicators were defined for various grade levels. For instance, in grades 1 to 3, students were expected to recognize linguistic representations of realities, incorporate new vocabulary into their lexicon, and communicate in simple expressions in a foreign language. By grades 4 to 6, students were expected to describe events, compare situations, and analyze short literary texts in English. By the time students reached grades 7 to 9, they were expected to make subjective descriptions and draw inferences from foreign language texts. Finally, in grades 10 and 11, students were expected to interpret and analyze information in foreign languages, particularly in the context of scientific and technological developments.

In 1999, the Ministry published the Curricular Guidelines for Foreign Languages, which aimed to equip language teachers with the tools needed to foster communicative competence in foreign languages. These guidelines provided a framework for continuous assessment and highlighted the importance of incorporating recent language acquisition theories into teaching practices. By focusing on a communicative approach, the guidelines sought to make foreign language instruction more relevant, effective, and meaningful for students.

These early efforts laid the groundwork for the establishment of the first National Bilingualism Program (2004–2019), which aimed to train citizens capable of communicating in English to engage in global communication processes. This program sought to enhance Colombia's participation in the global economy and cultural exchanges. To achieve this, the Ministry of Education introduced the Basic Standards of Competence in Foreign Languages: English in 2006, which set out clear expectations for students' language proficiency. The ultimate goal was for eleventh-grade students to achieve an intermediate level of English (B1 level according to the Common European Framework of Reference for Languages, or CEFR).

As the National Bilingualism Program progressed, the Ministry of Education adopted the CEFR as a framework for language proficiency, aligning it with the Colombian educational system. This approach established common language levels across all educational stages, from elementary through upper-secondary education. For example, students in grades 1 to 3 were expected to reach an A1 (Beginner) level, while those in grades 4 to 7 were expected to achieve an A2 (Basic) level. By the time students reached grades 8 to 11, they were expected to attain a B1 (Pre-intermediate) level.

Despite the advances made under the original National Bilingualism Program, the Ministry introduced a new bilingualism initiative, the Project for Strengthening the Development of Competencies in Foreign Languages (2010–2014). This program aimed to enhance foreign language skills, particularly in English, among public sector educators and students. It aligned with the National Development Plan (2010–2014), which emphasized the role of foreign languages in fostering innovation and competitiveness.

The National English Program: Colombia Very Well (2015–2025) was introduced in 2014, with the ambitious goal of making Colombia the most educated country in Latin America and the best English-speaking nation in South America by 2025. This program focused on three key components: teacher training and the development of pedagogical materials, support for higher education in bilingual teacher training, and the integration of the private sector in providing English language opportunities for employees.

In 2016, the Colombia Bilingüe program was launched to improve students' English communication skills, providing access to international scholarships and better job opportunities. This initiative also involved the English Teaching Fellowship Program, where Colombian teachers worked alongside native English-speaking fellows to enhance classroom practices.

The National Bilingualism Program (2018–2022), the fifth iteration of these efforts, shifted focus to a broader vision of bilingualism, recognizing Colombia's diverse linguistic and cultural landscape. The program not only aimed to strengthen English learning but also promoted the development of other foreign languages, such as French and Portuguese, fostering functional multilingualism in the country.

Through these successive programs, Colombia has gradually transformed its approach to bilingual education, with an emphasis on communication skills, cultural exchange, and global integration. These initiatives demonstrate the country's commitment to improving the linguistic competencies of its citizens, ultimately preparing them for the demands of the global economy and society.

References

Ministerio de Educación Nacional (MEN). (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Ministerio de Educación Nacional.

Ministerio de Educación Nacional (MEN). (2012). Proyecto para el fortalecimiento del desarrollo de competencias en lenguas extranjeras (2010–2014). Ministerio de Educación Nacional.

Ministerio de Educación Nacional (MEN). (2014). Programa Nacional de Inglés: Colombia Muy Bien (2015–2025). Ministerio de Educación Nacional.

Ministerio de Educación Nacional (MEN). (2016). Colombia Bilingüe (2016–2026). Ministerio de Educación Nacional.