Bilingualism in Colombia: Globalization, Educational Policies, and Linguistic Diversity

 The accelerated effects of economic and technological globalization have significantly shaped the Colombian educational system, narrowing the scope of bilingualism primarily to the dominant languages of the nation: Spanish and English. Spanish, the national language, remains central to legal, political, and social domains, while English is adopted as a global lingua franca, facilitating communication in international contexts. This dual focus has been reflected in various public policies aimed at fostering bilingualism, often sidelining Colombia’s rich linguistic diversity.

The first bilingual policy, the National Bilingual Programme (2004–2019), acknowledged the educational processes of indigenous, Afro-Colombian, Palenquera, and Raizales communities by proposing the acquisition of Spanish as a second language. However, its primary focus has been on English language acquisition, positioning English as an essential tool for Colombia’s participation in global communication, the global economy, and cultural exchange. This policy, while well-intentioned, exemplifies the argument that proficiency in English equates to integration into global networks, overlooking the fact that bilingualism can—and should—encompass the plurilingual and pluricultural competencies of Colombia’s diverse ethnic groups. These competencies could be nurtured within their respective cultural environments or within educational institutions, which would allow for greater respect for Colombia’s linguistic and cultural wealth.

The global emphasis on English proficiency as a means of fostering globalization has been critiqued for oversimplifying linguistic and cultural diversity. As noted by Escobar (2012), processes of standardization and homogenization in language and education are driven by the pursuit of power and control. This trend undermines local knowledge and cultural diversity, as it elevates English at the expense of other languages and ways of knowing. Escobar also highlights how this mentality has led to the deterioration of the Colombian educational system, where education is increasingly commodified, with knowledge sold to the highest bidder, thereby excluding those who lack sufficient resources. Such practices have contributed to an educational framework that prioritizes economic utility over cultural enrichment, limiting the scope of learning to foreign languages while neglecting the value of local knowledge.

In Colombia, bilingual education is primarily found in private schools, both national and international, which operate under frameworks like the Southern Association of Colleges and Schools (SACS) or the International Baccalaureate Organization (IBO). These institutions provide a bilingual education in the truest sense, where more than 50% of the curriculum is taught in both the native language and a foreign language—typically English. Instruction is often delivered by foreign teachers or bilingual Colombian teachers, with the objective of fostering proficiency in both languages, which are used interchangeably in academic, procedural, and attitudinal learning contexts.

However, bilingualism in public schools and those with intensive English programs presents a more complex reality. As noted by Rodríguez (2011), while some schools offer intensive English through content-based learning (CBLL) or content and language integrated learning (CLIL), the overarching goal of bilingual education will require substantial time and effort to realize fully. Key to this process is the need to enhance literacy in the first language, ensure that teachers are adequately trained in both language acquisition and foreign language teaching methodologies, and emphasize the importance of bilingualism beyond its perceived economic value. Teachers must be equipped to explain the value of foreign language acquisition to students and their families, illustrating its broader benefits beyond global economic participation.

To achieve genuine bilingualism in Colombia, it is essential for citizens to develop the ability to use two languages effectively in a wide range of communicative contexts. According to Macnamara (1969), bilingualism does not require perfect mastery of both languages, but rather proficiency in one of the four key language skills—listening, speaking, reading, or writing—alongside proficiency in the first language. Therefore, Colombians will become true bilingual citizens when they can use Spanish and English interchangeably with equal effectiveness, reflecting the dynamic and pluralistic nature of bilingual communication.

In conclusion, while the current focus on English in Colombia’s bilingual policies addresses global integration, it also risks marginalizing the linguistic and cultural diversity that defines the country. The challenge lies in fostering a more inclusive model of bilingualism—one that respects and promotes Colombia’s ethnic and linguistic heritage while equipping future generations with the skills necessary to navigate both local and global landscapes.

References

Escobar, A. (2012). El lugar de la diversidad en la educación globalizada. Editorial Pontificia Universidad Javeriana.

Macnamara, J. (1969). Bilingualism and Language Contact. Cambridge University Press.

Rodríguez, L. (2011). Políticas y prácticas en la educación bilingüe en Colombia. Universidad Nacional de Colombia.