Language Policies in Colombia: Challenges and Implications for Linguistic Minorities

 Colombia's language policies are deeply rooted in the country's political constitution and educational frameworks. The Political Constitution of 1991 is a democratic document that emphasizes the protection of the rights of all Colombian citizens, particularly through its recognition of linguistic diversity. Article 10 of the Constitution declares Spanish as the official language of Colombia, while also granting official status to the languages and dialects of the country's ethnic groups within their respective territories. This provision underscores the commitment to bilingual education in communities with distinct linguistic traditions. However, despite these constitutional guarantees, the implementation of Bilingual Education Policies between 2004 and 2015—such as the National Bilingualism Program (2004-2019) and Colombia Bilingüe (2014-2018)—has not been sufficiently inclusive of the language rights of linguistic minorities, including indigenous, Afro-Colombian, Palenquera, and Raizales communities (Robayo & Cárdenas, 2017).

These policies, while structured and comprehensive, fail to fully address the participation of linguistic minorities in the creation and formulation of language policies that directly affect them. The Colombian state does not appear to recognize the fundamental human right to linguistic diversity, as outlined in ethno-educational frameworks. The Ethno-educational Approach, established in Decree 804 of 1995, recognizes linguistic diversity as a valuable expression of the unique ways ethnic groups perceive and interpret the world. The decree emphasizes that the languages of these communities should be respected and treated equally within the national reality. However, despite these legal provisions, the actions taken by public language policies often neglect to reflect this commitment, preventing the full realization of the constitutional guarantee of academic freedom as stipulated in Article 27 (Valencia, 2013).

One of the main issues with the Bilingual Education Policies is the limited conception of bilingualism they promote. These policies define bilingual citizens primarily as those who can communicate effectively in Spanish and English, with the latter seen as a foreign language to be learned within a controlled academic setting. This view reflects a longstanding dominance of Spanish, which has historically been the majority language in Colombia. According to Valencia (2013), Spanish has consistently overshadowed indigenous languages, particularly in educational and political contexts, contributing to the erosion of Colombia's linguistic diversity. Indigenous populations, along with Afro-Colombian, Palenquera, and Raizales communities, face the dual challenge of improving their proficiency in Spanish and learning English as a foreign language. This situation heightens the risk of cultural and linguistic assimilation, as these communities navigate bilingualism through policies influenced by global trends of economic, social, and technological globalization.

The Colombian government has strongly endorsed English proficiency as a key tool for participation in the global economy. According to the Ministry of National Education, English is seen as essential for international communication, access to knowledge, and socio-economic development. In this context, learning English is framed as a means to open borders, gain economic opportunities, and integrate into the globalized world. However, Wilches (2009), cited by Robayo & Cárdenas (2017), critiques this utilitarian approach to foreign language learning, arguing that it transforms language into a tool for economic and strategic purposes, rather than a means of cultural and cognitive development. This shift often results in language learning becoming a mere economic strategy to improve one’s resume, rather than a culturally enriching experience.

While the importance of English is undeniable in today's interconnected world, there is an underlying issue with the assumption that all knowledge is produced in English-speaking countries or is solely disseminated through English-language platforms. Escobar (2013) argues that this focus on English leads to a standardization of knowledge and values, undermining the significance of local knowledge, diversity, and cultural contexts. This trend, he contends, diminishes the educational value of diversity and encourages an approach that favors cultural homogenization, further exacerbating social inequalities. Escobar asserts that the global focus on English and standardization contributes to a deterioration of Colombia's educational system by turning knowledge into a commodity to be sold to the highest bidder, while excluding those who lack the resources to engage in such a system.

The failure of Colombia’s language policies is compounded by the overlapping and inconsistent nature of various government programs. Each presidential administration introduces new language policies, often ignoring or dismantling the plans set by previous governments. This lack of continuity hinders the effectiveness of bilingual education initiatives. Additionally, teachers are often left without sufficient time or resources to fully understand and implement the evolving bilingual policies. As a result, educators frequently face frustration when previously adopted methods are suddenly replaced with new, untested procedures (Ricento, 2006).

Ultimately, the lack of inclusivity and the narrow focus of language policies in Colombia have contributed to the perpetuation of social gaps and inequalities. Ricento (2006) highlights how traditional language policies have been applied in developed countries, under the assumption that they serve to integrate linguistic minorities into mainstream socio-economic systems. In Colombia, however, these policies have not succeeded in meeting the needs of linguistic minorities or in promoting genuine inclusivity. As a result, the implementation of bilingualism programs continues to face significant challenges, limiting their potential to foster a truly equitable society.

References

Escobar, W. Y. (2013). Identity-forming discourses: A critical discourse analysis on policy making processes concerning English language teaching in Colombia. PROFILE Issues in Teachers’ Professional Development, 15(1), 45–60.

Ricento, T. (Ed.) (2006). An introduction to language policy: Theory and method (chapters 1-11). Malden, MA: Blackwell Publishing.

Robayo, L., & Cárdenas, M. (2017). Inclusive education and ELT policies in Colombia: Views from some profile journal authors. PROFILE Issues in Teachers’ Professional Development, 19(1).

Valencia, M. (2013). Language policy and the manufacturing of consent for foreign intervention in Colombia. PROFILE Issues in Teachers’ Professional Development, 15(1), 27–43.

Wilches, U. (2009). Language policy and the politics of education: A critical analysis of Colombia’s bilingual education initiatives.