PEDAGOGICAL

PRINCIPLES AND
GUIDELINES
SUGGESTED
ENGLISH
CURRICULUM

6th to 11th GRADES

ENGLISH FOR DIVERSITY AND EQUITY
MINISTERIO DE EDUCACIÓN NACIONAL

MINISTRA DE EDUCACIÓN NACIONAL DE COLOMBIA

Gina Parody d’Echeona

VICEMINISTRO DE EDUCACIÓN PREESCOLAR, BÁSICA Y MEDIA

Víctor Javier Saavedra Mercado

DIRECTORA DE CALIDAD PARA LA EDUCACIÓN PREESCOLAR,

BÁSICA Y MEDIA
Ana Bolena Escobar Escobar

SUB DIRECTORA DE FOMENTO DE COMPETENCIAS

Paola Andrea Trujillo Pulido

GERENTE COLOMBIA BILINGÜE

Rosa María Cely Herrera

AUTORES AGRADECIMIENTOS PROCESO DE

EQUIPO COLOMBIA BILINGÜE EVALUACIÓN Y VALIDACIÓN CURRICULAR

COORDINADORA DE PROYECTOS COLOMBIA BILINGÜE COORDINADOR ACADÉMICO EN POLÍTICA

Martha Sofía Galvis Silva LINGÜÍSTICA – MINISTERIO DE EDUCACIÓN DEL URUGUAY
Dr. Gabriel Díaz Maggioli
PROFESIONAL COLOMBIA BILINGÜE
Carlos-Javier Amaya G. PROFESOR ASOCIADO PONTIFICIA UNIVERSIDAD BOLIVARIANA
Dr. Raúl Alberto Mora

FUNDACIÓN UNIVERSIDAD DEL NORTE UNIVERSIDAD DEL VALLE

Dr. José Aldemar Álvarez Valencia
DIRECTORA DEL DEPARTAMENTO DE ESPAÑOL
Dra. Nayibe Rosado UNIVERSIDAD DEL ATLÁNTICO
Mag. Luz Janeth Hernández Peña
DIRECTORA DEL DEPARTAMENTO DE LENGUAS EXTRANJERAS
Mag. Lourdes Rey PONTIFICIA UNIVERSIDAD JAVERIANA
Dr. Carlos Rico Troncoso
DOCENTE E INVESTIGADORA
Dra. Angela Bailey UNIVERSIDAD DE SUCRE
Mag. Adolfo Bernardo Arrieta Carrascal
DOCENTE EN INGLÉS BÁSICA, SECUNDARIA Y MEDIA
Mag. Fabián Moisés Padilla De La Cerda UNIVERSIDAD DE CÓRDOBA
Dr. José David Herázo Rivera
DOCENTE DE INGLÉS BÁSICA, SECUNDARIA Y MEDIA
Mag. Zulay Esther Díaz Mercado UNIVERSIDAD SURCOLOMBIANA
Mag. Gilma Zúñiga Camacho
DOCENTE DE INGLÉS BÁSICA, SECUNDARIA Y MEDIA
Mag. Migdonia Abud Cañarete UNIVERSIDAD TECNOLÓGICA DE PEREIRA
Mag. María Clemencia González Gutiérrez

FUNDACIÓN UNIVERSITARIA LUIS AMIGÓ

Claudia María Uribe Hoyos
EVALUACIÓN CURRICULAR POR PARTE DE DOCENTES DE LAS
INSTITUCIONES EDUCATIVAS Y SECRETARÍAS DE EDUCACIÓN
SECRETARÍA DE EDUCACIÓN DE ARMENIA
Jefferson Arias Alzate
Jorge Mario Perdomo Santa Cruz
SECRETARÍA DE EDUCACIÓN DE ATLÁNTICO
Luz Marina Castillo Franco
Milena Patricia Tapia García
Belkis Esther Rolong Colón
Miguel Ángel Salas Vásquez
Trinidad Sofía De León Navarro
Vilma Cecilia Brugés Fontalvo
Fabiola María Bayona Caro
Ofelia Francisca Gamarra Ramos
Margarita Siciliani
Aurora Esther Bohórquez
Belquis Karol Arrieta
Marla Patricia Llanos Sarmiento
Ana Sofía Preciado Duque
Shirley Johana Manotas Martínez
Inés María D’vera Rocha
Lucila López Lozada
SECRETARÍA DE EDUCACIÓN DE BARRANQUILLA
Noldin Salas Rojas
Elena de Jesús Cardales Rodríguez
Maribel Angélica Martínez Ibáñez
Eliana Sofía Salas Contrera
Aldemar Jesús Torres Cogollo
Gustavo Adolfo Gutiérrez Rodríguez
Breiner Saleth Torres
SECRETARÍA DE EDUCACIÓN DE BUCARAMANGA
Andrea del Pilar Rosas Ramos
Fabio Alexander Rodríguez Bustos
SECRETARÍA DE EDUCACIÓN DE CALI
Liliana Gómez Díaz
SECRETARÍA DE EDUCACIÓN DE CESAR
Edward Leonardo Ibarra González
Carmen Beatriz Araújo Quiroz
Royer David Redondo Castro
SECRETARÍA DE EDUCACIÓN DE DUITAMA
Elizabeth Moreno García
Aura Cecilia Galvis Álvarez
Yadira Esperanza Ávila Arévalo
Alix Yolanda Morales Granados
SECRETARÍA DE EDUCACIÓN DE MANIZALES
Sandra Viviana Valencia Carvajal
Martha Lucía Jaramillo Rivera
José Oscar García Cardona
SECRETARÍA DE EDUCACIÓN DE MEDELLÍN
Jairo Alexander García Quintero
Edwin Ferney Ortiz Cardona
Wilson Andrés Cardona Peláez
Tatiana Gómez Ramírez
SECRETARÍA DE EDUCACIÓN DE MONTERÍA
Diana Marcela Jaramillo Cataño
Yanilis Romero
Milton Alcides Pájaro Manjarres
Martha Elvira Paz Wechek
Luis Alfredo Martínez Díaz
SECRETARÍA DE EDUCACIÓN DE NEIVA
Lilia Stella Bernal Landínez
Martha Cecilia Cabrera Rodríguez
SECRETARÍA DE EDUCACIÓN DE PASTO
Luis Martín Arcos Guerrero
Paula del Socorro Bucheli Bravo
SECRETARÍA DE EDUCACIÓN DE POPAYÁN
Guillermo Javier Enriquez León
William Macías Imbachi
PROGRAMA ENGLISH FOR SCHOOLS UNINORTE
Lury Ángel Ferrer Solano
Verónica Morales Miranda
Carolina Morales Miranda
Johanna Paola Ávila Trujillo
Carlos Alberto Hernández Ávila
Diana Marcela Tirado Tenorio
Cindy Paola Vizcaíno Pacheco
Saray Lucía Argel
Marisela Restrepo Ruiz
Johanna Paola Baiz Correa
Jesús Alberto Galindo Zabaleta
Luz Fabiola Fuentes Martínez
Martha Milena Montes Yánez
Adriel Antonio Zubiría Miranda

SECRETARÍA DE EDUCACIÓN DE SANTA MARTA

Oscar Martínez Monery
Sandra Patricia Salgado Pertuz
Luis Jerónimo Bermúdez Diazgranados

SECRETARÍA DE EDUCACIÓN DE SOLEDAD

Yullys del Carmen Alvarino Ochoa
Yasmira Esther Díaz Yepes

SECRETARÍA DE EDUCACIÓN DE TUNJA

Ana Rita Ballesteros González DISEÑO GRÁFICO Y DIAGRAMACIÓN
Blanca Cecilia Cetina Acosta TEAM TOON STUDIO

SECRETARÍA DE EDUCACIÓN DE VILLAVICENCIO DISEÑO EDITORIAL

Adriana Bustos Gómez Janeth Barrios, Camila Gómez, Carolina Soleno,
Yaneth del Pilar Mejía Solano Beatriz Jiménez
Diana Camila Polindar Pérez
ILUSTRADORES
ESTUDIANTES MAESTRÍA EN LA ENSEÑANZA DEL INGLÉS. UNINORTE Oscar Reyes, Camila Gómez, Carolina Soleno
Juan Bustamante
Erasmenia Montero Mercado BEATRIZ JIMÉNEZ
Liseth María Fontalvo Pérez Dirección de arte
Miguel Alberto Pedrozo
Luz Mary Benítez Hernandez LEÓN MEJÍA
Patricia Inés Mercado Suárez Dirección general

ISBN 978-958-691-772-8
2016
Estimada Comunidad Educativa:

El Plan Nacional de Desarrollo 2014-2018 “Todos por un nuevo país”, tiene como objetivo
construir una Colombia en paz, equitativa y educada. El Ministerio de Educación Nacional
se hace partícipe de esta meta y pone todos sus esfuerzos en establecer la calidad y
la equidad en el contexto educativo a través de programas como “Colombia Bilingüe”,
cuyas acciones se enmarcan dentro del propósito de hacer de Colombia la mejor educada
de la región para el año 2025.

Hoy presentamos al país los Derechos Básicos de Aprendizaje de Inglés y el Currículo

Sugerido de Inglés para los grados 6º a 11º, herramientas que buscan que los estudiantes
alcancen un nivel de inglés que les permita comunicarse, interactuar y compartir
conocimiento, y a la vez potenciar sus capacidades humanas y profesionales.

Estos dos documentos se construyeron teniendo en cuenta las necesidades y características

propias del sector educativo, lo que permitió establecer ejes pertinentes y adaptables
a los contextos particulares de cada institución. Valoramos y entendemos la diversidad
cultural, demográfica y social de nuestro país, por lo que estos documentos se presentan
como una propuesta dirigida a los docentes de inglés, sus instituciones educativas y las
secretarías de educación. Dichos actores, en su autonomía curricular, podrán analizar,
adaptar y adoptar cada uno de los elementos dentro del marco de los procesos de
enseñanza y aprendizaje del inglés.

Los Derechos Básicos de Aprendizaje y el Currículo Sugerido de Inglés son una apuesta
clara que busca generar igualdad educativa y hacer que la enseñanza y el aprendizaje del
inglés sean vistos como una herramienta que fortalezca la formación integral y pertinente
para los estudiantes del siglo XXI en Colombia. Por esta razón, el Currículo Sugerido integra
diferentes ejes de formación, tales como la Paz y la Democracia, aspectos fundamentales
en la construcción de un país en paz que busca abrirse cada vez más al mundo globalizado
y multicultural en el que vivimos.

Este documento se construyó con el apoyo de expertos nacionales e internacionales y de

94 docentes evaluadores de diversas regiones del país, en un proceso que nos permite
asegurar su calidad y pertinencia para el contexto educativo colombiano. Con estas
herramientas, los docentes de inglés y las Instituciones Educativas aportarán cada vez más
a la construcción del país bilingüe que deseamos y al alcance de la meta de ser el país
mejor educado de la región.

GINA PARODY D’ECHEONA

Ministra de Educación de Colombia
CONTENT
INTRODUCTION P.13
1. OVERVIEW OF ENGLISH TEACHING AND LEARNING IN COLOMBIA P.14
2. NEEDS ANALYSIS P.16
3. FUNDAMENTALS OF THE CURRICULAR PROPOSAL P.19
3.1. CONCEPT OF CURRICULUM P.19
3.2. CURRICULAR FOCUS ADOPTED P.21
3.3. CURRICULAR THEMES P.21
3.4. CHARACTERISTICS OF THE SUGGESTED CURRICULUM P.24
3.5. PURPOSES OF THE CURRICULAR PROPOSAL P.26
4. REFERENCE FRAMEWORK P.27
4.1. EDUCATION P.27
 4.2. LANGUAGE P.27
4.3. RELATION BETWEEN THE MOTHER TONGUE P.28
AND THE FOREIGN LANGUAGE
4.4. COMPETENCES P.28
4.5. LANGUAGE SKILLS P.30
5. METHODOLOGICAL PRINCIPLES P.33
5.1. TASK BASED LEARNING P.33
5.2. PROJECT BASED LEARNING P.34
5.3. PROBLEM BASED LEARNING P.34
5.4. GRADATION OF APPLICATION OF P.35
SUGGESTED METHODOLOGICAL PATHS
6. PRINCIPLES OF ASSESSMENT P.36
6.1. COMPETENCE BASED ASSESSMENT P.37
 6.2. ASSESSMENT FOR LEARNING P.38
6.3. ASSESSMENT OF LEARNING P.39
7. ACTORS OF THE CURRICULAR PROPOSAL P.41
7.1. STUDENTS P.41
7.2. TEACHERS P.42
7.3. SCHOOLS P.43
7.4. PARENTS P.44
7.5. LOCAL EDUCATION AUTHORITIES P.44
8. INDICATIONS ABOUT MATERIALS AND TEXTS ALIGNED P.45
WITH THIS CURRICULAR PROPOSAL
9. REFERENCES P.48
10. GLOSSARY P.57
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

I’m going to write

down some ideas for
the project!

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

INTRODUCTION
Education is essential for the development of society. It is the responsibility of each Colombian
citizen to believe she/he must help to redefine our present and future. In this context, the
curriculum and its planning constitute key aspects to building the society we want and, by
means of it, to offer equal learning opportunities to all Colombian children.

This document aims to provide the educational community and the different actors of society
a flexible and open curriculum proposal that acts as input for planning, implementation,
assessment and evaluation of the English curriculum in schools nationwide.

The suggested curriculum for the English area focuses on grades 6th to 11th of the Colombian
public education system and represents a common foundation for the articulated achievement
of the goals established by the program Colombia Bilingüe and as a guide for decision-
making that leads to fine-tuning the conditions for English teaching and learning, including as
a priority carrying out projects in the area that are pertinent to our current and desired realities
for our schools.

This proposal should serve as a guide for the Local Education Authorities and Schools in the
management and inclusion of strategic allies that favor undertaking the actions derived from
this proposal. More specifically, it supports teaching directors and English teachers in the
definition of what children learn, regarding the English language, in each of the grades; how
they learn and how learning is evaluated. Students and parents are given the opportunity of
actively participating in the construction and follow-through of the teaching-learning process
of the foreign language, in the institution and beyond it.

This document has eight essential components comprising the pedagogical, curricular,
methodological and assessment guidelines of the proposal as such. They are sorted from
general, presenting a brief overview of teaching and learning English and the analysis of the
needs that led to this proposal. Then, a theoretical support on which the decisions related to
the curricular focus are based on are described, as well as the methodological and assessment
focus underlying the proposal.

Finally, it describes the actors to which the proposal addresses and some guidelines on the
integration of this proposal to school life along with a section of recommendations to select
materials.

A glossary is included at the end as an aid for readers.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

1 OVERVIEW OF ENGLISH
TEACHING AND LEARNING IN COLOMBIA
This chapter begins with a brief overview of the actions and policies towards the
strengthening of teaching English as a foreign language in Colombia, particularly from
the Colombia Bilingüe Program, in order to provide the reader with context and bases
that support this curricular proposal. We suggest that the information herein provided
is supplemented with the reading of publications that will be referenced throughout
this document, particularly “Guía 22: Estándares Básicos de Competencias en Lengua
Extranjera: Inglés” (Guide 22: Basic Standards of Competence in a Foreign Language:
English) (Ministry of Education [MEN], 2006a) and “Orientaciones para la implementación
de proyectos de fortalecimiento del inglés en las entidades territoriales” (Guidelines
for the Implementation of Projects for the Strengthening of English in Regional Entities)
MEN, 2014b).

Through time, the English language has become one of the most widely spoken languages
in the world, giving it a global language status. Given the scope of technology, scientific
innovations and the need to strengthen relations between the countries in the world,
English has gained importance becoming the common and official language both of
business and of international organizations that promote the development of humanity
such as the UN and UNESCO.

Colombia has not been the exception, as evidenced in the projects created by the Ministry
of National Education such as the Colombia Bilingüe Program, which seeks to incentivize
the use and strengthening of the English language in all the country’s schools. This is

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
derived from the policies of teaching foreign languages
established in the General Law on Education of 1994,
and more recently, with the enactment of Law 1651 of
July 12, 2013, and supplemented with the issuance and
implementation of the Basic Standards of Competence
in a Foreign Language: English, set forth in Guide No.
22 (MEN, 2006a), which achieved a clear view of what
children should be taught within Colombian schools.
The current Colombia Bilingüe 2014-2018 program
intends to generate actions, in different fronts, such
as teacher training, and incentive plans, diagnostic
of the language level of teachers, the allotment of
didactic material and textbooks, and the establishment
of a pedagogical model which includes this curricular
proposal. This program is derived from the current
Development Plan in which strengthening of the English
teaching-learning process plays an important role.
Within this proposal it is important to remember the
definition of bilingualism, which relates to countless
discussions on its conception, as well as the differentiation
of related terms such as second language and           on a Colombia where all boys, girls and adolescents of
foreign language.
First, a second language is that which possesses “[...]
official recognition or acknowledged function within
a country” (Stern, 1983, p. 16), as is the case of the
Spanish language for persons of indigenous communities
in Colombia. Therefore, foreign language refers to
the one which does not have an official or regular use
inside the country (Stern, 1983), such as English, French,
Portuguese or German, among others, for this country.
Although there is a considerable number of influencing
foreign languages in Colombia, given the previously
mentioned reasons, English is the foreign language to
which the national government has committed in order
to have a bilingual country that is competitive at an
international level.
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Now, the term bilingualism has had changes in its definition
and conception. Bilingual is used to mean a person who
is fluent in a second language with the same ability as the
mother tongue. The Ministry of National Education (MEN)
has updated its understanding of this term and defines it as
“the different degrees of fluency with which an individual
is able to communicate in more than one language and
culture. These several degrees depend on the context with
which each person copes” (MEN, 2006b, p. 5). The degrees
to which we refer are the competences that an individual
has as a function of the four linguistic skills: reading, writing,
listening and speaking.
The national government encourages and supports
quality education, promoting bilingualism as one of
its strategies to make of Colombia an internationally
competitive country. This is possible with legal support
such as the above-mentioned laws, which establish
teaching foreign languages as fundamental areas of
knowledge in the country’s schools and making emphasis
on English as the prevailing foreign language. The MEN,
through all its programs that encourage bilingualism, bets
schools have the possibility of being fluent in this foreign
language at a level that makes them competent and
providing a greater chance of success in the academic
and professional fields in the future.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

2 NEEDS ANALYSIS
This section makes a brief overview of the actions taken as basis for designing this
curricular proposal. Among other activities, a background and documents review
was carried out of the national and international reality that would allow determining
the situation of teaching and learning English in Colombia within a macro context.
Furthermore, existing academic documents and regional and local proposals were
studied that worked as a reference as well as the needs of teachers and students.

Several decisions were made in the document analysis, based on the reading and
analysis of documents such as Law 115/1994, the National Ten-Year Education Plan,
the Educational Goals of the OEI, and the National Development Plan (2014 – 2018).
This review allowed defining some notions of values and themes to work on in the
curriculum, namely:

• Human development, coexistence and citizen participation (goals 1,2,3, 9,10,12);

• Construction of the national identity and integration with the world
(goals: 4,6,8,10);
• Encouraging knowledge (goals 5, 7, 13);
• Preparation for work (goals 11,13);
• Development of basic academic competences (reading, writing, mathematics
and essential basic knowledge)

On one hand, they allowed understanding that curriculums must provide

comprehensive training and tend towards “the development of the being’s dimensions,
the construction of national identity, democracy and access to knowledge and culture,
through programs that promote quality learning, research and permanence in the
system” (Chamorro, 2015, p.2).

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
All these elements are included in this proposal. On the other
hand, these documents propose academic strengthening of
all institutions but specifically those in which students show
lower performance indexes; encouraging self-evaluation
processes, continuous improvement, quality accreditation
and certification of the school; encouraging research
projects, development, innovation and entrepreneurship
that transform educational processes and “...a training
system that allows students not only to gain knowledge
but know how to apply it, innovate and learn throughout
their lives for the development and updating of their
competences” (p.51).
In 2005, the Colombian government established that the
country needed “to develop the capacity of its citizens to
be fluent in at least one foreign language” (MEN, 2005)
in order to insert it in the global economy. In several key
sectors of national development, “a potential of ~200 to
~300 thousand additional employees” were identified
who required English, while the annual offer of graduates
with this profile is only ~12 thousand (Level B2+) (MEN,
2014a, p. 35). This led the Ministry of Education to
prepare a plan to implement actions tending towards
the improvement of the English level in the Colombian
educational system. When analyzing the results of this
plan, it is evidenced that the actions implemented have
not had a real, long-term impact. When reviewing the
results of the SABER 11 tests in its application in 2014,
they indicate that 51% of students had a –A1 level, 35 %
were at a A1 level, 7 % were at a A2 level and 7% were at a
B1 and B+ level” (ICFES, 2015). This shows that progress
in terms of English fluency in 11th grade has not been
significant in the percentage of high school graduates in a
B1 level or better, in the period between 2008 and 2013,
since it has only gone from 5% to 6%, results that are way
below the 40% expected goal.
However, some significant goals must be acknowledged,
which have allowed consolidating projects in the
area of teaching – learning English in the country. The
socialization document of the Colombia Bilingüe Program
2015- 2025 reports that, at the action level corresponding
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to the regional entities, the schemes for institutional
strengthening supported by the MEN have allowed the
construction of: “capacities in the sector, both in the local
education authorities and normal high schools, and in the
bachelor’s degrees in languages and in higher education
institutions through their language centers. This effort is
seen reflected in the growing interest by institutions in
implementing improvement plans and in the decisions
consolidated in the last few years to improve English
competences at a regional level” (MEN, 2014a, p. 3).
To achieve the goals of English strengthening, there are
areas in which we must continue to work that relate to:
school management, English level of teachers and their
teaching pedagogy, the relation between the foreign
language and the mother tongue, articulation of English
in school and community life, the materials available, the
infrastructure conditions to teach English (classrooms,
laboratories, libraries, computer rooms, etc.), among
others. It is evident that there is “a need to improve
the conditions in which teaching and learning occur in
Colombia, and a thorough review of the primary and high
school curriculums in public schools” (Fandiño, Bermúdez
& Lugo, 2012, p. 368).
Thus, to transform reality of learning and teaching English
in Colombia, more substantial actions are required,
such as the implementation of a “comprehensive
systemic model that ensures an effective structural
transformation” (MEN, 2014a, p. 35), that encourages
acknowledging the regional, local and institutional
sectors to favor Colombian diversity. This would benefit
the configuration of English strengthening projects,
pertinent to the present and desired realities of our
school, from a local perspective but within national unity or
a national system.
In this sense, we highlight the work of the “Secretary
of Education of Neiva, which in addition to having a
strategy for teacher training, has a continuous curricular
construction through an exercise of unification of criteria
to appropriate standards” (MEN, 2013, p.32).
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

Likewise, the Secretary of Education of Medellin led the Expedición Currículo, the first unified
proposal of a Studies Plan for public educational establishments that, through questions
such as“What should the children of the city of Medellin learn at school? How to guide
the curricular design in the school? and What elements does the plan of each area taught
at schools of Medellin in each grade contain?”, built a diagnosis of the learning strategies
and quality standards they wanted to achieve and proposed 13 booklets presenting the
contents of the mandatory areas for grades preschool to eleventh, including the English
area (Mayor’s Office of Medellin, 2014).

At an international level, we should also mention experiences from countries such as Brazil,
Mexico and Costa Rica, which have proven it is possible to aspire to a B1 goal, as the one
established for Colombia. All these countries have worked not only on a unified curricular
proposal, but have established coherent policies that lead to achieving the goal, involving
the other actors in the process.

The specific needs of English teachers and students were also reviewed through a process
of collection and analysis of data that provided valuable information on the classroom
practices in methodology, assessment, use of standards, among others, that serve as input
for the design of this proposal.

This analysis evidences the need to not only have solid curricular structures and study programs
but also teachers with B2 English levels or higher, who show appropriate methodological
and pedagogical strategies with pertinent didactic material that is accessible to all. Likewise,
it is necessary to have leaders in bilingualism in the Local Education Authorities, with a clear
view of what is hoped to be accomplished, with an ability to summon and appropriate
budget management.

All this analysis led to the creation of a suggested curriculum proposal for grades 6th to
11th of the Colombian educational system. The hope is to take another step towards the
improvement of the quality of teaching-learning processes in the country and, specifically,
in the classroom. The creation of this new tool will allow specifying the guidelines and
precise actions that transform practices inside and outside the classroom, and therefore the
development of communicative competence in English.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

3 FUNDAMENTALS OF
THE CURRICULAR PROPOSAL
This section describes the underlying principles of this curricular proposal.

3.1.
CONCEPT OF CURRICULUM
To understand the basis of this proposal, it is necessary to define the concept of curriculum,
a term that has had many interpretations, which shows the ideological position being taken
(Kuhn, 1962). This proposal defines the curriculum as “a whole”, a system with components
that are interrelated and with the greater context in which it is simultaneously and openly
implemented (Bertalanffy, 1968; Morin, 2004) (see Figure 1).

SCHOOLS LOCAL EDUCATION

AUTHORITIES
INTE
ES RCU
NC LTU
TE
PE

SUSTAINABILITY
RA
OM

LC

GLOBALIZATION
OM
COMMUNICATIVE C
IES FOR LIFE

PE

VALUES
TENCES
ABILIT

HEALTH
DEMOCRACY
EN AND PEACE G
ER
G

ED
E

AL L
CO M OW
PETENCES AND KN

PARENTS STUDENTS

Figure 1. Proposed Curricular Design

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

This definition includes as parts or components of

the curriculum everything that allows its movement or
dynamism. Traditionally, these components align with
four questions which answers are intimately related and
MACRO
Curricular, methodological, pedagogical and didactic principles
within the framework of English teaching and the current
educational policy.

connected with the context:

MESO
1. What should be included in the English teaching- Guide 22, CEFR, Scope and Sequence

learning process?
2. When should teaching-learning be approached? MICRO
3. How should teaching-learning be approached? Curricular structures and implementation alternatives
4. What, how and when should learning be
evaluated?

Such components arrange a curricular framework having Figure 2. The proposed curriculum: Macro, Meso, and Micro.
macro, meso and micro relations that, according to Posner
In this case, macro refers to the curricular and
(2005), may include the following:
methodological principles and theoretical guidelines
related to the vision of education, learning and language.
• Scope and sequence: describes the curriculum as a
matrix of objectives assigned to the grades (sequence)
Meso refers to the structure of scope and sequence of
and grouped according to a common theme (scope).
the didactic progression of the English teaching-learning
• Programs of Study: presents a plan that usually
process by levels of language, grades, number of hours
includes fundamentals, themes, resources and
and macro competences that must be ensured for all
evaluation.
students in their path through the school as established in
• Content scheme: indicates a list of topics to cover
Guide 22: Basic Standards of Competences in a Foreign
arranged as a scheme.
Language: English.
• Standards: a list of knowledge and abilities required
by all students to complete their academic process,
Micro refers to the curricular structure proposal by grade.
as those defined in Guide 22.
This suggested curricular structure, in turn, is comprised
• Textbooks: educational materials used as teaching
by modules to be developed in each grade, the main
guides in the classrooms.
learning goal, the basic standards of competences
• Learning path: series of courses and levels that
implied, the performance indicators and the related
comprise the program and that the students must
discourse and linguistic aspects. Additionally,
complete.
methodological and assessment options are suggested
• Planned experiences: all academic, athletic,
which may be implemented in the classroom. The micro
emotional or social experiences that the students
level traces possible paths that serve as basis for the
experience and that have been planned by the
discussion with teachers and the school to establish their
school (p. 13).
own map.
To understand the suggested curriculum, three levels
Each school has the duty of taking this proposal and
must be visualized and understood, which include each
identifying what is valuable, relevant and pertinent
of the components. These are the macro-curriculum, the
to adapt it to its local reality. We expect the proposal
meso-curriculum and the micro-curriculum (see Figure 2).
to stimulate particular adaptation processes and to

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
be nourished by specific experiences of each school,
helping to regenerate it with the specific contributions.
Figure 3 illustrates these relations inside the school
(see Figure 3).
MACRO
PEI
Relations with the local, regional and national context.
MESO
Area Plan
Relations with other areas, environment.
MICRO
Micro  curriculum, pedagogical practice, assessment.
Classroom interactions.
Figure 3. Principles of the proposed curriculum.
3.2.
CURRICULAR FOCUS ADOPTED
In the last century, three paradigms related to the
curricular focus have been established in the field of
education, namely behavioral, cognitive and contextual
or ecological. Each leads to a different way to approach
the curriculum.
The curricular focus of this proposal responds to a
contextual or ecological position (Bronfenbrenner, 1979)
in which the relations of actors and their surroundings are
mutually configured during the interaction. The reality is
understood as something that is dynamic and in constant
change. The underlying idea of this model is that learning
is achieved and socially deepened, meaning, through the
interaction promoted and from individual experiences
(Vygotsky, 1979; Coll, 1987). A curriculum derived
from this model (Freire, 1979; Grundy, 1998; Kemmis,
1988) is inclusive and open, privileging horizontal and
equal socialization in the classroom and in life outside
the classroom.
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This focus acknowledges diversity of relations between
the curriculum and the context, as well as between itself
and its parts. It visualizes the uncertainties derived from
these complex relations, the multiple ways of determining
them and, therefore, of configuring the curricular
proposal. Furthermore, it includes the comprehension of
diversity and equity, meaning, “it cannot be summarized
in a master word, (...) it cannot be carried back to a law,
(...) it cannot be reduced to a simple idea (...)” (Morin,
2004, p.21-22).
This focus leads to assume as fundamental curricular
themes, the transversality, the sociocultural focus,
diversity and equity. These terms are defined below in
the framework of the suggested curriculum:
3.3.
CURRICULAR THEMES
Transversality is conceived as the construction of
dialogues between disciplines, determined in the different
courses in a holistic way. By encouraging transversality,
a multidisciplinary approach of social, ethical and moral
problems present in the context is promoted, and
the school, family and sociocultural context is tied in a
dynamic way to the comprehension of these dilemmas
(MEN, 2014b).
In this curricular proposal, a bridge is proposed between
the academic, scientific and everyday scopes through
fundamental issues that guide the work and are established
in Art. 14 of Law 115/1994. For this, sub-issues or topics
corresponding to the following transversal issues have
been selected:
Environmental/Sustainability Education: This topic will
be approached in relation to the development of tasks,
projects and problem situations that generate an ethical
conscience on the preservation of the environment with
the intention of encouraging responsible behaviors.
Within this point there are topics related to conservation,
protection and recovery of the environment; prevention
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
and decrease of the impact of human beings on the
environment; considering all forms of life; sustainable
human development, etc.
Sexual/Health Education: Focuses on activities that
promote taking care of the body in all its dimensions,
prevention as a road towards lasting health,
acknowledgement of the dignity of every human being,
the value of different forms of life and the experience
and construction of peaceful, equitable and democratic
relations. In this sense, for example, topics related
to sexuality and the cycle of life, sex and gender, self-
esteem, among other topics can be discussed.
Construction of Citizenship/Democracy and Peace:
This topic will facilitate the use of the language to achieve
consensus and reflect on the role of students in favoring
peaceful coexistence, promoting ethical values and their
capacity for conciliation. Topics related to human rights,
the political constitution, the legal and judicial framework,
the code of childhood and adolescence, the Colombian
democratic system, student participation, bodies of
citizen participation, among others can be discussed.
Globalization: This topic intends to promote the
understanding of the place each person holds in the
current world, the value of one’s own culture, their role
in development of the identity of students and their
capacity of understanding other cultures. Issues related
to the impact of local, regional and world culture on
the personal and social practices and activities will be
discussed.
The use of these transversal topics as points of knowledge
will favor the development of an integral training of
students, through the development of communicative
competence in a foreign language. Modules are
proposed for each grade, making emphasis on the topics
derived from these macro issues, so that the student
may use the language to transmit a real message in a
given context. The approach of these types of themes
helps the holistic training of the students and enables
their capacity of establishing relations between different
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issues, making an analysis of the same and proposing
new ideas resulting from their learning, using English as
the mean to communicate them.
Some topics related to the macro transversal issues have
been selected for this proposal. However, each school may
select the topics that are more important and pertinent to
the specific needs of their students and communities.
THE SOCIOCULTURAL FOCUS IN
THE TEACHING-LEARNING PROCESS
Learning English under this proposal is guided by the
following ideas:
• Language as a means of communication and
construction of meaning.
• Language as semiotic system that favors discourse
construction and several types of text genres.
• Learning languages as a social phenomenon that
includes cognitive, affective and interaction processes
(Bandura, 1992; Halliday & Hassan, 1989; Hymes,
1972; Vygotsky, 1978).
Considering the above, the vision of this curricular
proposal regarding learning languages focuses on the
sociocultural theory, which prime example is Vygotsky.
This author suggests that learning originates within social
activities developed in a plane that is external to the
individual and that promotes cooperative environments
(Vygotsky, 1978). In accordance with this vision,
learning English must be focused through practices that
privilege interaction.
Learning, in general and particularly a foreign language,
is done when individuals interact among each other
and when they cooperate with others. Through this
interaction, persons recognize existing models in the
culture, specifically the culture of the foreign language
being studied, as a way to approach another. Therefore,
as proposed by Johnson (2009), cognitive development
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
of individuals cannot be separated from the social,
historical and cultural context, wherein learning occurs.
Following the same line as Vygotsky (1978), Bandura
(1992) establishes that learning is social. According to this
author, individuals acquire new behaviors when observing
and trying to replicate what others do. Thus in this
proposal, we hope students can “notice”, with the help
of the teacher, certain aspects of the language to attempt
to integrate them in their learning during the interaction
that gives it sense.
These focuses privilege the construction of meaning
by the students through the explicit and structuring
mediation of the teacher. This construction is achieved
when teachers create interactive scenarios in which
students use the language in situations of communicative
exchange, framed within the context that is as authentic
as possible; meaning, the use of the language is done in a
functional manner in scenarios that are similar to everyday
life (see Figure 4).
THE WORLD
Discuss worldwide cultural characteristics.
THE COMMUNITY
Establish strategies for environmental conservation.
THE CLASSROOM
Design a plan for conflict resolution in the classroom.
THE INDIVIDUAL
Establish a healthy personal care routine.
Figure 4. Example of Horizontal Alignment
Considering this vision, this curricular proposal tends
towards the development of communication in situations
where the use of language is important, encouraging the
use of the patterns of the language that is being learned.
This is materialized through the creation of areas of
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construction around the defined theme axis, specified in
topics close to the reality of the students and on which
they have ideas to share when completing tasks, projects
or solving problems with the explicit mediation of
the teacher.
DIVERSITY AND EQUITY
Diversity and equity are also transversal points of this
proposal since they imply the way in which we position or
are positioned in relation with other human beings.
This curricular proposal calls on the Local Education
Authorities, Schools, their teaching directors and
professors, to promote the rights of Colombian boys, girls
and young people. They must ensure that all of them have
the same opportunities and live significant experiences
tending to reach the learning goals proposed in the road
towards their integral human development.
A curriculum for diversity implies a separation from the
traditional and rigid teaching-learning processes. It implies
accepting the diverse forms of life, learning, teaching, and
the expansion of ways to evaluate learning. This proposal
makes an invitation to reconsider the teaching processes
in favor of acknowledging the Colombian students as a
legitimate “Other” (Magendzo, 2014). Also important
is the acknowledgement of diversity as a rule for human
coexistence and acknowledgment of the “Other’s”
equality as an ethical commitment.
The axis of diversity suggested by this curriculum not only
implies thinking in Colombia’s’ cultural, demographic
and geographic heterogeneity, but it is also a call to
understand the teaching of a foreign language as a
meeting point of such elements, that interact in harmony
from communication. In this sense, the goal is the
development of communicative competence in English
and, in turn, intercultural competence that not only takes
characteristic elements of culture of the target language,
but that also promotes and values Colombian culture.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
To justify why equity is one of the bases of this suggested
curriculum, it must also be acknowledged that today
English teaching and learning processes in the country’s
schools have not demonstrated the expected results. This
acknowledgement is the first step to beginning a path
of joint construction that guarantees that the learning
experience is good for all and not just for a few.
Equity as a Human Right is a factor that is promoted
by the National Constitution of 1991 and, in this
suggested curriculum and its derivative components, it
is materialized as a tool that will guarantee the effective
enjoyment of the right of all Colombian students to
quality education and equal opportunities. This will occur
insofar as the organization of goals, objectives, contents,
learning standards and other elements of teaching and
learning English are arranged in a sequence and focus
pertinent for the students, their institution, their region,
the country and the world. The above allows visualizing
this suggested curriculum as an open letter towards the
constitution of basic rights of English learning, which are
solidified in the conception of principles and curricular
structures, suggested methodological and assessment
routes that are articulated in the specific, general and
global context.
In order for the curricular proposal to be equitable, we
must establish what are the learnings that are considered
valuable by all students and those to which they are
entitled, to ensure that each of them has the same
opportunity to develop the necessary capacities and
abilities to build a better country and face the demands
of the contemporary world.
In addition to these curricular points, this proposal also
has particular characteristics that relate to the them.
These qualities are described below.
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3.4.
CHARACTERISTICS OF THE
SUGGESTED CURRICULUM
This curricular proposal has been conceived from a
perspective of the particular needs of Colombian schools,
which are varied. Thus specific qualities have been
defined that predict the opportunity of being integrated
into school life in different contexts, but with the same
direction in the English teaching-learning process.
The first characteristic to highlight is flexibility. This is
understood as the possibility schools have of building the
knowledge that feeds the curriculum, focusing on learning
that is relevant to the real, dynamic and changing contexts
of each (Lemke, 1978; Magendzo, 1991, 1996). As was
mentioned, this curriculum, although having established
fundamentals, may be materialized in different ways
considering the context particularities of each school.
Each institution will be responsible for defining how to
approach this process.
The second quality is adaptability. This is intimately
related to flexibility and it is understood as the capacity
of school to appropriate this curriculum proposal and
keep it valid and pertinent, adapting it to its environment
and reality (Lemke, 1978; Magendzo, 1991, 1996). To
implement this proposal, the conditions of each school
should be considered regarding internal projects of
bilingualism, weekly hour intensity of the class, teachers,
students, among others. Again, the school shall analyze
the suggested curriculum and determine how it will be
implemented.
These two characteristics give the school the chance to
carry out, through its participating actors, the review of its
PEI components in order to take a position on the actions
derived from the implementation of the proposal. For
example, the component of fundamentals that defines
the vision of education and language; the pedagogical
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
and curricular component that defines the pedagogical
focus of the Institution, its methodologies, the studies
plan, among others, must be reviewed to determine the
adjustments to be made. Another component that is
susceptible of review is the community component that
refers to the relation of the school with the environment.
The school must review whether the transversality
suggested by this proposal merits the proposal of new
projects that encompass the community in which it is
developed.
Another distinctive trait is that regarding the development
of 21st century abilities, since the intention is to provide
opportunities to the students to develop necessary
competences to live in the 21st century such as those
proposed by Trilling and Fadel (2009):
• Learning and innovation, which includes critical
thought and problem solving, communication and
cooperation; and creativity and innovation;
• Digital literacy, including information, media and ICT;
• Abilities for work and life, including flexibility and
adaptability, initiative and self- direction, productivity
and responsibility;
• Leadership and personal responsibilities.
These abilities are included in the topics discussed, in
class activities, in homework, projects and problems
developed in order for them to be adapted to everyday
life as citizens.
Together with the defined positions, another characteristic
of this suggested curriculum relates to the decisions on
how to organize and sequence the curricular structure.
Consequently, the teaching and learning topics derive
from homework, projects and problems. Such topics are
- 25 -
arranged in a spiral and cyclical structure. This ensures
that they unfold and are resumed several times, each time
with greater depth and in connection with new topics,
projects and problems (Moss, forthcoming p.71). Some
advantages of this arrangement are:
• Help the student develop a more organic knowledge
basis, establishing relations between different aspects
of their knowledge.
• Allow students having trouble with a particular
topic to make new attempts at understanding and
assimilating the issue (Moss, forthcoming, p.71,
translation of the authors).
The transversal themes are evidenced in specific topics
for each of the academic periods. This allows recycling
abilities, vocabulary and grammar in a logical progression
in each grade. The spiral nature is also present at a
thematic level since, as was said for the transversal
themes, these are resumed in each grade allowing for a
deeper approach to the same.
Lastly, this suggested curriculum has a proportional
organization of abilities that is in accordance with
the changing needs of students and their intellectual
development, their level of autonomy and the
competences they have developed. In each grade, the
homework, projects and problems promote receptive
and productive activities, making greater emphasis on
oral competences (listening and speaking) in the initial
grades and, in gradual progress, reading and writing are
included and become more complex in medium and
advanced grades. It should be highlighted, however, that
each school must value the pertinence of this proposal
organization for its particular reality.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
3.5.
PURPOSES OF
THE CURRICULAR PROPOSAL
This curricular proposal pursues several purposes:
• Propose a bridge, an open document that works as
input for the discussion of educational communities
around common aspects that must guide the
development of communicative competences in
English in the regions, cities and municipalities.
• Visualize the curricular components and basic contents
and minimum teachings to which Colombian boys,
girls and adolescentsare entitled. The intention is to
stimulate the discussion on the possibilities or
rearranging and adapting them to the context.
• Suggest, as a proposal, a structure of general
progression by levels of language, grades, number of
hours and macro competences that must be ensured
for all students during their time at the school.
• Generate awareness in quality coordinators,
bilingualism leaders, teaching directors, teachers,
students, mothers and fathers on the need to
approach English learning as a dynamic, continuous,
progressive and planned process that requires
ensuring resources and the commitment of each.
• Propose a curricular structure and suggestions for
staging in order to take theory to practice. Thus, the
intention is to illustrate the internal coherence of the
proposal evidencing how each component reflects
the theory, and contains the others in a coherent way.
- 26 -
• Stimulate creativity and reflection and critical
position of the school and the teacher as designers
and mediators of important, pertinent and changing
learning scenarios.
• Generate feedback processes in which understanding,
success and difficulties feed the proposal to
reconfigure it and adapt it in a continuous manner.
• Ensure through this general curriculum proposal
an equitable treatment for all the population and
especially focused on the population “exposed to
exclusion, poverty and effects of inequality and all
types of violence” (MEN, 2006a, p. 10).
In summary, this curricular proposal as a guiding,
suggesting, open and flexible document puts in the
hands of the schools, teaching directors and teachers the
responsibility of making specific curricular decisions that
condition it to the own educational reality. A curriculum,
as proposed, is an invitation to harmonize it with the
educational community context, with the PEI and existing
initiatives.
The reference theoretical framework is presented below,
which supports the suggested curriculum for the reader
to understand why the decisions are made.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

4 REFERENCE FRAMEWORK
From a theoretical point of view, the proposed curriculum feeds from a vision of education,
language and learning that give sense and coherence to the practical decisions derived
from these theoretical principles. By reading this chapter, the reader has the opportunity to
understand the structure on which the suggested curriculum is based.

4.1.
EDUCATION
Education is understood as an instrument of change that allows creating more equitable
societies. Thus, it always plays a predominant role in the social and economic agendas of
countries and governmental and non-governmental entities that intend to minimize the
gaps that exist in the different communities.

This proposal is based on the assumption that education must facilitate knowledge
(Dewey, 1938) and the analysis of possible answers to the questions that guide human
development using varied methods and perspectives (Bilmaria, 1995). Likewise, this vision
of education is based on concepts derived not only from pragmatic thinking but from
postmodernist thinking. These propose learning experiences planned through systematic
exploration processes that contribute to the development of knowledge from practice
and the plurality of points of view that allow answering the complexity of problems
(Aldridge & Goldman, 2007).

The pragmatic vision perceives a democratic society in which approaching answers is done
through a systematic process. Postmodernism looks for knowledge through multiple paths
and considers to be in constant change (Gutec, 2004; NZCER, 2009). A citizen not only
needs to understand the humanistic elements of life and experience, but also must be able
to give rational answers to these experiences.

4.2.
LANGUAGE
Every curricular proposal in the area of foreign languages needs to establish a vision of
language that supports such construction. For this case, it is necessary to determine that
language has a social function and must be understood as an instrument of interpersonal
communication that helps the individual to represent, interpret and understand the world.
The more general concept of language is that which defines it as “written and oral

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
expressions with describable relations, of form and
meaning, that coherently relate to a communicative
function or purpose addressed to a conversational
partner or audience” (Celce-Murcia and Olshtain cited by
Kumaravadivelu, 2008, pp. 7-8). This definition must be
added to the fact that these expressions are immersed
in a social, historical and cultural context that give them
meaning. It is a dynamic system that emerges and self-
organizes considering its most frequent use in different
levels from the individual to the social interaction. Beckner,
Blythe, Bybee, Christiansen, Croft, W., et al. (2009), in
an abbreviated way, define language as a complex and
dynamic system that adapts according to the context,
user and other factors that affect it.
In summary, for this curricular proposal, language is
envisioned as a dynamic, non- linear system that allows
representing, interpreting and understanding the world
and that is composed of several competences and
functions. It is a system that adapts to contingencies and
that takes advantage of new constructions of meanings
originating in varied interactions in which it is used
allowing new understandings to arise. Therefore, in this
proposal, decisions related to the sequence of linguistic,
functional and discourse aspects of language will be more
in terms of students needing to know and knowing how
to use it to communicate in specific situations and not in
the order followed by traditional curricula.
4.3.
RELATION BETWEEN THE MOTHER
TONGUE AND THE FOREIGN LANGUAGE
In this curricular proposal it is important to visualize the
relation between the mother tongue and the foreign lan-
guage. Nussbaum (1991) notes that the mother tongue
acts as a facilitator in learning a foreign language. This
vision is deepened in the work of Ordoñez (2011) who ar-
gues that the English teaching process must be comple-
mented through the comparison with Spanish, such that
students can understand how both languages work by
- 28 -
establishing similarities and differences between the two.
This curricular proposal gives value to the relation be-
tween the two languages understanding it as an inter-
connected learning process in which the student may use
both to represent, interpret and understand the world.
Thus there is a correlation with the Basic Learning Rights
(DBA) of language, which are the tool designed by the
MEN for all the Colombian educational community, which
identify “basic knowledge that must be learned in each
grade in school” (MEN, 2015).
This correlation between the two languages reflects on
the construction of structure. A comparison was establi-
shed between similar standards and basic rights in each
grade, to work, in parallel in both languages, seeking to
develop the same competences, without ignoring that
the foreign language has less development.
4.4.
COMPETENCES
After showing the social nature of learning and the vision
of language as a mediator and building axis of meaning
and not as a course of study in learning a foreign langua-
ge, this curricular proposal highlights the importance of
developing the communicative competence in students.
Likewise, given the integral nature of learning and the
transversality of issues approached, the use of competen-
ce and general knowledge is also encouraged, essential
throughout every significant learning process.
The word competence does not refer to a new notion.
Although since ancient times it was related to the labor
context, more recently, in the last few decades, it is
used in the field of education and professional training.
Answering to the mentioned focuses, the MEN defines
competence as “the knowledge, abilities and skills a
person develops to understand, transform and participate
in the world in which he lives” (MEN, 2009, 1). In turn, it
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
specifies a comprehensive vision of a competent student
establishing what an individual must know, know how to
be, know how to do and know how to relate, “in specific
situations that require creative, flexible and responsible
applications of knowledge, abilities and attitudes”
(MEN, 2006a, p. 12). For this document’s specific case,
it is necessary to approach two types of competences
inherent to learning languages: the communicative and
the intercultural.
COMMUNICATIVE COMPETENCE
Communicative competence is the ability to interpret
and represent different social behaviors in an appropriate
way, within a certain language community (Canale &
Swain, 1980). Hymes (1972) defines it as the ability to
use knowledge of a language in different communicative
situations. Guide 22 includes a chapter that teachers may
review.
Communicative competence incorporates other
competences in itself. It is necessary to discuss linguistic
competence, which makes reference to the knowledge of
lexical, syntactic and phonological aspects of language.
Knowledge of these aspects must be obtained within
different social contexts developing the sociolinguistic
competence (Hymes, 1972) which “refers to the
knowledge of social and cultural conditions that are
implicit in the use of the language” (MEN, 2006, p.12).
Likewise, for Hymes (1972), communicative competence
includes others such as the discourse and functional
competences that relate to the knowledge “both of the
linguistic forms and their functions and the way in which
they are linked together in real communicative situations”
(MEN, 2006, p.12). Together, these two are called
pragmatic competence because they correspond “to the
functional use of linguistic resources” (MEN, 2006, p.12).
Another important competence, which some authors
such as Canale (1980) consider part of the communicative
competence, is the strategic competence. This makes
reference to the capacity of using different resources
to try to communicate successfully with the intention
- 29 -
of overcoming possible limitations that are derived
from the level of knowledge of the language. Bachman
(1990, pp. 107-108) defines it as the competence that
allows performing “functions of evaluation, planning and
execution to determine the most effective methods to
achieve the communicative goal.”
This competence is developed in different dimensions:
the cognitive that refers to the capacity of integrating
new knowledge on the topic; the metacognitive that
relates to the individual ability of monitoring and self-
directing learning, and the socio-affective that includes
perceptions of the students on their process, language
and motivation, among others.
This curricular proposal favors the explicit integration of
the use of strategies in the learning process, highlighting
that each individual uses different tactics to reach the
same goal.
In conclusion, this proposal looks to promote transversal
competences applicable in different contexts, that are
obtained through the development of communicative
competence, such that the user of the language has the
capacity to interact effectively in different contexts and
taking on different situations and realities. However,
communicative competence may not be developed in an
isolated m but must be integrated to other aspects that
transcend the school environment and affect the capacity
of interacting in a foreign language. Thus, intercultural
competence also plays an important role in this suggested
curriculum.
INTERCULTURAL COMPETENCE
Given the intercultural nature of learning languages, it is
necessary to approach, from this curricular proposal, a
competence that everyday gains ground in the educational
field: intercultural competence since, in addition to
being related to education for ethnical and cultural
diversity constitutionally acknowledged in Colombia
since 1991, there is a dialogical relation between the
culture inherent to the language being learned and the
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
individual culture,an Aspect that should be considered in
teaching-learning processes of a foreign language.
Malik (2003) defines it as “the knowledge, abilities or
skills and attitudes a conversational partner / intercultural
mediator must have, supplemented by the values that
make part of a certain society and the numerous social
groups to which we belong” (p. 15). The development of
this competence is not approached from a point of view
of considering the other culture as superior or better. It is
focused from a vision of familiarity with the new culture
and approach towards the same to encourage processes
of respect and valuation of diversity, in which similarities
and differences with one’s own culture are acknowledged.
In this proposal, development of the intercultural
competence is proposed as of the experience of the
students, teacher mediation in the sociocultural reality in
which they live, including internal, inter and intragroup
conflicts, agreements and disagreements at the social and
cultural level faced by them. Students must also develop
knowledge and abilities that allow conceptualizing,
interiorizing its exercise and assuming a commitment and
conscience that, as noted by Albó (1999), allows “relating
and communicating amongst themselves in a positive and
creative way, based on the cultures of their surroundings
and respecting their diverse identities” (p. 107).
All these competences are specifically materialized in the
use of the language and, in turn, it is evidenced through
the abilities of the language, thus it is necessary to define
how such abilities are comprised in this proposal.
4.5.
LANGUAGE SKILLS
Language abilities are at the core of developing
communicative competence in English. The competence
is evidenced through them. In this proposal, the abilities
are understood in an integrated way and mutually support
each other, privileging the use for purposes of authentic
communication.
- 30 -
This vision emphasizes the integrated development of
the abilities to build discourse competence that allows
students to achieve their communicative purposes in
several contexts (Uso & Martínez, 2006). The approach of
these abilities is suggested as a process that follows three
stages (before - during -after) although without ignoring
the recursive nature of the same. This allows promoting
its mediated and gradual development in significant
communicative situations.
In the before stage students are involved and their prior
knowledge of the communicative context is activated. In
this stage, several types of activities are carried out such
as presenting the topic to be discussed, establishing the
communicative goals, the audience, the characteristics
of the type of interaction or communicative situation
and the relevant vocabulary, for example. The during
stage, generally includes a series of more detailed tasks
and activities that activate linguistic, pragmatic and
intercultural aspects and the way they affect understanding
the communicative issue or the situation in question. In
this stage, opportunities to exercise and use the abilities
in a mediated and structured way are provided. Finally,
an after stage in which students reflect and discuss
the implications of the situations for their context, they
make connections with other abilities and expand their
opportunities to exercise them.
To be able to evidence the level of performance achieved
by the students in their language abilities, national and
international frameworks have been established which,
for this proposal, work as reference to establish national
and international goals. These frameworks are established
in the following section.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

NATIONAL AND INTERNATIONAL REFERENCES

Two reference frameworks (international and national)
were considered to prepare this document, which are
the basis to outline language programs in Colombia. In
the international framework, we highlight the Common
European Framework (CEFR) adopted by the MEN as its
reference to compare English learning in the country with
international standards. This document was developed
by the Council of Europe and “provides a common base
for the preparation of language programs (...) throughout
Europe” (Council of Europe, 2001, p. 1) This framework
describes what must be learned and the skills and abilities
that must be developed by students to effectively
communicate in the language.
Likewise, it defines six levels of language proficiency that
indicate progress in learning the same.
In the national scope, we highlight Guide 22: Basic
Standards of Competences in Foreign Languages: English,
which defines clear and public criteria to establish the levels
to which boys and girls of Colombia are entitled (MEN,
2006a). This document is articulated with the CEFR because
it establishes “what students must know and be able to do
to demonstrate a B1 level proficiency at the end of eleventh
grade” (MEN, 2006a). This means that the same CEFR scale
was adopted related to the denominations usually used in
Colombia, as indicated in Table 1.

GROUPS OF LEVELS FOR

GRADES CEFR LEVELS COLOMBIA
B1.2 Pre- intermediate 2
Tenth to Eleventh
B1
Eighth to Ninth
B1.1 Pre- intermediate 1

Sixth to Seventh A.2.2 Basic 2

A2
Fourth to Fifth
A.2.1 Basic 1

First to Third A1 A1 Beginners

Table 1. List of standards per group of grades and CEFR levels.

The standards are structured by groups of grades (see Table 1). They are organized in a general descriptor that offers
information about what students should know and know how to do at the end of each grade. These are broken down
into five columns that specify some specific descriptors per language ability. These specific standards are related to the
communicative competences (linguistic, pragmatic and sociolinguistic) which they expect to develop.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

For the specific case of this curricular proposal, and acknowledging the particular characteristics of the Colombian
educational context, the relation of standards with school grades shall be the following (Table 2):

HOURS ASSIGNED VS. HOURS RECOMMENDED TO LEARN ENGLISH

GRADE LANGUAGE LEVEL
NUMBER OF
HOURS PER WEEK RECOMMENDED CUMULATIVE
AND PER YEAR
A1
6 3 Hours X 36 90 108

7 A2.1 3 Hours X 36 108

A2 200 216
8 A2.2 3 Hours X 36 108

9 B1.1 3 Hours X 36 108

10 B1.2 B1 3 Hours X 36 375 108 324

11 B1.3 3 Hours X 36 108

Table 2. Relation of CEFR with school grades in Colombia.

Table 2 is based on chart 5 of the document Guidelines for
the Implementation of Projects for the Strengthening of
English in Regional Entities (MEN, 2014b). Table 2 of this
proposal reassigns the CEFR levels in grades 6th to 11th,
given the well-known difficulty of having solid processes
of foreign language learning during primary.
In general, English is taught in grades 6th to 11th, on
average 3 hours a week. One school year has 40 weeks
of which only 36 are of real class contact. Based on this
information, the following calculation is done. 6th grade
has a total of 108 hours a year. According to documents
such as the Guidelines, 90 hours of instruction are
recommended to achieve level A1. This means that the
108 hours taught during 6th grade allow achieving level
A1.
375 hours, thus it is pursued in grades 9th, 10th and 11th
for a total of 324 hours, which are not the total of hours
recommended but allow coming close to the B1 goal in a
more realistic fashion.
Going back to the diversity axis and the characteristics
of flexibility and adaptability, the intention is for each
institution to make the necessary adjustments to
implement this proposal. This means, those with a greater
intensity of hours may surely aim to achieve the total goal
of a complete B1, while those institutions withfewer hours
a week shall evaluate mechanisms to assign the English
class this minimum intensity of hours a week and establish
actions for these defined times to be met.

Likewise, 200 hours are recommended to achieve level

A2, the reason why this level is worked on in grades 7th
and 8th with a total of 216 hours. Level B1 is developed in

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

5 METHODOLOGICAL PRINCIPLES
This curricular proposal favors the methodological focuses that encourage the capacity of
students to self-guide their learning process. These focuses center on the development
of tasks at the initial levels and in the gradual insertion of projects and problem solving in
middle and high school grades. These are options that can be adapted to the learning needs
of boys, girls and adolescentswith the potential of helping to promote their development
in growing levels of complexity and autonomy.

5.1.
TASK BASED LEARNING
This focus is based on the development of tasks that offer a variety of communicative
activities (Ellis, 2004) that favor the use of English to communicate ideas making greater
emphasis on fluency instead of grammatical accuracy (Brumfit, 1984). There are three
moments (Skehan, 1996):

1. Before the task: The teacher presents a context for the task, for example indicating the
topic, situations, lexical areas and oral or written texts that the students might need to
develop the task successfully. The intention is to awaken the interest and motivation
of the students.
2. During the task: The purpose is the natural communication more than grammatical
accuracy. Students work in pairs or groups to fulfill the task assigned. When they
finish, they may present their conclusions to the group or use another type of closing,
since completing the tasks is essential. During the process, the teacher supports and
monitors the students’ activities and takes note of the emerging needs: the lexical
phrases, the “chunks” of language used or not used or other important aspects to be
approached in the third phase.
3. After the task: from the observations made at the previous time and after fulfilling the
task, the teacher takes time to go over specific and common problems detected in the
students during development of the task (i.e. pronunciation, lexical phrases, phrase
structure, etc.) to clarify and answer questions and difficulties.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
STAGE SUGGESTION
• Development of a similar task.
• Make a plan to develop the
task through brainstorming,
concept maps.
Before the task • Present language functions that
will serve as basis to develop
the task.
• Explain why and what for.
• Observation of a model.
• Request for clarification among
members of a group and
between the students and the
teacher.
•
During the
Monitoring by the teacher
task
during development of the task
with explicit correction.
• Constant follow-up to identify
difficulties.
• Present the execution of the
task and the results obtained
After the task • Reflect on the development
process of the task.
• Feedback
Table 3. Examples of activities by stages.
Note: Adapted from Ellis (2004) and Prabhu (1987).
5.2.
PROJECT BASED LEARNING
Teaching and learning based on projects requires a little
more time to prepare and develop the class, and focuses
on student learning in a fun, holistic, democratic and
motivating way. In this type of approach, students actively
work planning, evaluating and developing a project that
is related to the real world and where language is used
as an instrument to carry it out (Martí, 2010). There is
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an advantage, mainly, due to the fact that the students
develop communicative competences by completing
significant activities since it is necessary to use a foreign
language authentically and in contexts that are relatively
real.
For example, if the project focuses on the area of health,
all activities must be focused on developing stages that
lead to a final project on the topic. Students may work
in pairs or groups and need time to investigate, gather,
analyze and use information. The teacher’s role centers
on providing support in solving the need of the project
and motivating the students in the use of the language
when they need it. Projects may be presented in a variety
of formats depending on the negotiation between the
students and their teacher and taking into account the
nature of the project.
Ogle (1986) proposes a scheme to activate students’
knowledge and help them plan and reflect about their
learning. This tactic is known as KWL (Know, Want, Learn).
First, the K (Know) helps students explore what they
already know about a central topic. Second, the W (Want)
makes them think about issues or topics they would like
to learn about related to the project they are developing;
and the L (Learn) gives students the opportunity to
reflect about what they have learned. Through projects,
cognitive, socio-affective and metacognitive strategies
are articulated giving boys, girls and adolescentsthe
opportunity to have significant learning experiences.
5.3.
PROBLEM BASED LEARNING
Teaching and learning based on problems mainly focuses
on the student and his ability to apply the knowledge
he has and that he acquires in the solving of problems
that are similar to everyday life (Barrows & Meyers, 1993).
Through this focus, students use language as they act,
interact and communicate.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

With this methodology, students develop a critical attitude

towards life, as well as potentiate their capacity to relate
to others in the search for joint solutions. The importance 11
of this focus is found in the use of the foreign language as PROBLEMS
10
a mediating or articulating instrument to solve a problem,
while the communicative abilities are developed, which
9
represent the main goal. Problem solving centers on PROJECTS
the student who, by researching the problem proposed, 8
integrates theory and practice, applies his own and newly
acquired knowledge, and develops skills to face the 7
TASKS
different obstacles. 6

The question or problem generally does not require

Figure 5. Suggested Methodology Paths
having previously planned activities; a commitment of the
teachers is needed to facilitate and guide the process,
This sequential order is recommended because it is in
to promote autonomy, flexibility in the investigation and
accordance with the growing levels of cognitive, personal
allowing the students to make their own decisions. The
and social development of the students, who by making
ability to solve problems encourages the development
progress in their formation also move forward in the
of social learning and cooperation skills, which, together
development of negotiation skills and acceptance of
with the capacity of communicating and negotiating are
different points of view, as well as conflict resolution.
considered 21st century skills.
However, and given the flexibility of this proposal, each
institution has the capacity of defining the integration
5.4. sequence of these methodological focuses in a way that

GRADATION OF APPLICATION OF
adjusts to their particular characteristics.

SUGGESTED METHODOLOGICAL PATHS Methodological focuses facilitate the implementation

of the curriculum and are key when deciding how to
determine whether the students have developed the
Having presented the three methodological focuses
expected competences. It is thus also necessary to
that may be used to bring this proposal to fruition, it
present some recommendations on how to approach
is necessary to indicate that for its implementation it is
the evaluation process of the students, done in the
proposed to integrate them in a gradual and sequential
following section.
way, beginning with greater emphasis on the focus
of tasks in the initial grades (6th and 7th), moving to a
combination of tasks and projects in the middle grades
(8th and 9th) and favoring projects and problems in
the last grades (10th and 11th), as preparation for the
academic demands of college life (see Figure 5).

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

6 PRINCIPLES
OF ASSESSMENT
Assessment is inherent to education since both the student and the teacher want to know
the progress of learning made as a result of the proposed process of teaching-learning
scenarios. Pastor (2003) defines it as the systematic gathering of information to make
decisions (p.3). It is a practice that allows the teacher, among other actors, to detect
difficulties and plan the achievements of the students in a deep way, a focus preferred in
this proposal.

When designing a curricular proposal some questions must be answered, such as what
does assessment mean, what is the method to follow, how is this process integrated into
the curriculum, what will be evaluated and with what criteria (Pardo, 2003)? This curricular
proposal prefers diversity and access to opportunities for all and, together with the vision
of education, proposes a model of evaluation that promotes student learning and that,
at the same time, provides the inputs for the teacher to make informed decisions on the
learning progress.

This proposal suggests the assessment not only based on the evidence of what the
students can do (Learning) but going beyond, attempting to follow-up on what happens in
the classroom (Asssement for learning), evidencing the achievement of the competences
undertaken (Competence based assessment). These three concepts are defined below.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
6.1.
COMPETENCE BASED ASSESSMENT
This proposal is supported on Guide 22, Basic Standards
of Competence in a Foreign Language: English and in
methodological principles centered on the student.
Consequently, it is necessary to evaluate in order to
reveal what the students know, know how to do and know
how to be in a context of their relations with others “in
situations that require creative, flexible and responsible
application of knowledge, abilities and attitudes” (MEN,
2006, p. 12). Thus, assessment becomes support for the
development of the competences promoted.
The standards propose the competences or skills that the
student must achieve by grade in order to demonstrate
a certain level of performance that is in accordance
with CEFR. The learning indicators provide descriptors
that can be observed and measured based on what the
student must know or can do as a result of an educational
experience. Assessment, coherently, must be as authentic
and significant as possible, both in its design and in
its application, and provide much more evidence of
development of the competences than a traditional
objective test. Cano (2008) summarizes this indicating
that this type of assessment “makes it necessary to use
several instruments and include different agents (p. 10)”
in order to evidence the students’ achievements.
Competence based assessment implies the creation of
means of application in which the students can practice
the language in different situations to provide information
on their progress and areas to improve. Although
there are several ways to evaluate competences, the
review of comprehensive performance fits well with the
methodological paths for learning based on tasks, projects
and problems, and with the assessment for learning
since each provides spaces to work on the student’s
learning process several times during the process itself.
By including the competences in each aspect evaluated,
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the students will always know their real performance and
what they need to improve.
Integrated performance assessment, created by the
American Council on the Teaching of Foreign Languages
(Glisan et al., 2003), includes three modes of communication
and teachers would select specific tasks to evaluate
according to the subject (Tedick and Cammarata, 2014).
The three modes: interpersonal, in which the student
is encouraged to use bidirectional communication,
spontaneity and negotiation of meaning through oral or
written communication; the interpretation mode, in which
the student uses unidirectional communication in the use
of authentic material to improve reading and listening;
and the presentation mode, in which the student uses
unidirectional communication to practice speaking and
writing focused on form.
Through an inverted design, teachers can use the
transversal topics presented in this proposal to create
several types of instruments of assessments and rubrics to
evaluate linguistic competences based on performance
indicators, functions of language, and the proposed
objectives. For example, within the health module, for
the interpretation mode, students could learn about
emerging diseases in their particular area of the country
and take notes and create a diagram, then, during the
interpersonal mode, they could be assigned a partner
to present a plan to prevent these type of diseases from
spreading in the community.
Assessment must provide students the opportunity
to relate to their peers and generate real and valuable
evidence, both of the learning achieved and that not
achieved. Furthermore, it must reinforce the certainty
that what they are learning is valuable for their daily life
and their future identity. It must provide evidence of the
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
level of development of the competence reached by the
student.
It must be aligned with the competences providing
possibilities of “deploying them in specific situations that
require creative, flexible and responsible application of
knowledge, abilities and attitudes” (MEN, 2006, p. 12).
Competence based assessment must help students
understand their own progress and the learning process.
To carry out such evaluation, instruments and rubrics
are needed that define clear criteria and that are easy
to use and interpret by the teachers, students, teaching
directors and parents. The competence based assessment
becomes an opportunity to know and support learning
of boys, girls and adolescentsduring their educational
process.
6.2.
ASSESSMENT FOR LEARNING
Assessment for learning is formative and provides
opportunities to monitor the progress of the students
and the level of comprehension of the subjects. This
type of evaluation is defined as a “continuous process of
information gathering on the scope of learning” (Council
of Europe, 2001, p. 186). This information must be used
as input to plan the course and feedback for students.
We recommend that what is seen during this type of
assessment is considered by the teacher when giving out
grades for the students’ performance.
Thus, it helps the teacher and the student to detect
specific needs or lack in learning, which can lead to
the necessary adjustments in the teaching practice.
Assessment for learning promotes learning goals for life,
increases student performance and improves equality
among the learning indicators and opportunities to learn.
This type of assessment can be evidenced in instances
of self-evaluation, peer-evaluation and co-evaluation,
concepts that are defined below (see Figure 6).
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PEER
EVALUATION
SELF CO
Figure 6. Paths for assessment for learning.
Self-evaluation is done when the student reflects on
his learning (Sluijsmans, Dochy, & Moerkerke, 1998).
By making this reflection the student is capable of
making judgments on his learning habits, strategies and
vocabulary, among others. When a student participates in
such activities, he gets actively involved in his education.
Some specific activities of self-evaluation include
monitoring learning, planning events carried out in a
process and evaluation of the result of the same.
Co-evaluation refers to a process in which individuals
obtain feedback from each other (Sluijsmans, Dochy, &
Moerkerke, 1998). It is proposed that the students can
provide feedback to their peers not only to learn with them,
but also from them. Co-evaluation needs some specific
criteria such as a grammatical aspect or vocabulary and
requires dedicating class time to familiarize the students
with the format. The benefits exceed any difficulty since
once the students understand how it works, they become
more interested in their own process and participate
democratically with their classmates.
Peer-evaluation implies that the teacher and the students
become involved simultaneously. This particular practice
requires feedback from the teacher at some point in the
activity or project. During the same the student self-
evaluates, verifies ideas and clarifies information, in a
positive experience. The student reviews and reformulates
according to the feedback received and he does not get
a bad grade for the mistakes made.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

In assessment for learning in the classroom the following activities can also be used:

• Mini problems on which the students can work together and thus monitor their
progress together with their peers.
• One minute exam: Questions on the day’s learning such as: What was the most
important thing you learned today? Do you have questions on something that we
should go over again?
• Class discussion: Work in pairs to discuss what they can do with what they learned in
class that day.

6.3.
ASSESSMENT OF LEARNING
Assessment of learning is summative and is evidenced in procedures and instruments that
teachers propose as activities that allow evaluating the level of achievement and performance
of students in a certain topic, to compare their results with the standards or learning
indicators previously established. These evaluations intend to summarize “the progress at
the end of the course with a grade ” (Council of Europe, 2001), which are usually given at the
end of a unit, module, semester or full year, and are reported as grades and require that the
teacher gathers and interprets pertinent information on the concepts, knowledge, abilities
and attitudes of the subject being evaluated.

Some examples of assessment of learning in English, pertinent for the schools of the
Colombian public sector are:

• Unit/mid or end of period or course exams

• National and international tests
• Final project
• Written and oral work (presentations, dramatizations, written texts, etc.)
• Portfolios
• Simulations

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

TYPE OF WHAT IS EVALUATED? WHY EVALUATE? HOW IS IT EVALUATED?

ASSESSMENT

Exams
Reveal what students
Oral presentations
By competences know, know how to do,
Written texts
know how to do in context
Rubrics

Unit/mid or end of period or course

Define the level of exams.
achievement and National and international tests
Development of
performance of students in Final project
Of Learning language abilities,
a given subject to compare Written and oral work (presentations,
linguistic and discourse
their results with standards dramatizations, written texts, etc.)
knowledge.
or indicators Portfolios
Simulations

Monitor the students’ Self, co and peer evaluation:

For Learning progress and the level of Mini problems One-minute exam Class
comprehension discussion Oral and written reflections

Table 4. Principles of Assessment.

In summary, assessment is an aspect of great relevance in the educational process and must be coherent with all
curriculum elements such that the relation among them is comprehensive. This curricular proposal presents moments
of summative and formative evaluation that, together allow defining the level of development of competences
established by grade.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

7 ACTORS OF
THE CURRICULAR PROPOSAL
This suggested curriculum is addressed to all main actors of the educational process:
students, teachers, schools, parents and local education authorities of the
country represented by their quality coordinators or bilingualism leaders. According to the
position that guides this curricular proposal, the participation of these actors is essential for
it to become a reality in each community.

7.1.
STUDENTS
Students of Colombian schools are seen as multidimensional and diverse beings, who
develop their personality and participate in equal conditions in the teaching -learning
processes in English provided by the schools and their environment. As a developing
human being, the student is expected to deploy growing levels of empowerment of that
process in several roles:

As a human being with bilingual and intercultural competences who actively and
dynamically participates in his learning process towards growing levels both in his mother
tongue and in English; which he shall use in different situations and contexts to approach
the new culture and promote processes of respect and valuation of diversity recognizing
similarities and differences with his own culture.

As a builder of his own knowledge, he is capable of expanding his cognitive, cultural

and linguistic repertoire, through the flexible use of his mother tongue and English, both
individually and socially. He is perceived as a doer, generator and transformer of knowledge
and not simply as a consumer of the same.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
As a human being who is building autonomy and
his capacity of analysis, allowing him to question his
actions before different situations in his daily life, thus
developing critical positions to debate thoughts, actions
and procedures of the people in his academic and social
environment.
As a competent user of technological resources in
benefit of his own education. In this role, the English
language becomes a solid access bridge to cutting-edge
knowledge, through new information and communication
technologies, and in an important element of connection
with different cultures.
As a global citizen whose linguistic, pragmatic and
sociolinguistic competences allow him to act in an
authentic way in the understanding and handling of issues
relevant to a globalized, integrated and competitive
world. It is expected that boys, girls and adolescentsvalue
and respect different lifestyles, views of the world that
promote values such as tolerance toward the different
cultures, ethnicities and religions.
Asa mediator for conflict resolution through dialogue,
for which the use of a foreign language is fundamental
since he will need to acknowledge and value his own
cultural characteristics and those of other cultures. A
student who acts effectively in the search for solutions
for problematic situations that arise. A student aware of
his role in a culturally and socially diverse world, where
everyone has the same rights and responsibilities.
7.2.
TEACHERS
Without a doubt, this curricular proposal is addressed
to the multifaceted teacher, with broad capacities, rich
in knowledge, experiences and values of the national
culture and who will read this document in the different
regions of Colombia. He is invited to experiment with the
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new possibilities herein presented, such that based on his
evaluation and appreciation, he applies what he considers
valuable, important and viable in his environment, to
promote comprehensive education and learning of
English by boys, girls and adolescentswith whom he
shares the classroom and thus promotes intercultural
education processes and recognition of differences.
Juvonen and Wentzel (2001) argue that teachers “do not
only teach, but represent and communicate a specific
educational philosophy” (p.13), therefore, the teacher’s
challenge will be to have and develop pedagogical and
methodological competences as well as English fluency
for his students to enjoy this change. Therefore, this
proposal establishes challenges for the teacher who
must understand his role as a guarantor and supervisor
of the effective enjoyment of the basic rights of English
language learning. This implies fulfilling several roles:
As an educator whose responsibility is to accompany
the students when asking questions and finding answers;
this teacher advisor who also works as a model user of
the language he teaches and that must be capable of
choosing the didactic sequences that best adjust to the
needs of his students to mediate their learning. A teacher
who uses evaluation as a tool to improve the academic
processes and who reviews the pedagogical practices
to improve learning by their students. Someone who
goes beyond instruction and makes an effort to educate
individuals, human beings; a facilitator that generates
processes of self- education; a teacher with an academic
and humane reputation (Calvache, 2011).
As a leader and curriculum manager who must have
the capacities to discuss, pose problems and eventually
adapt, within his academic community, the underlying
curricular principles in this proposal considered valuable
and pertinent. Teachers have the responsibility of
implementing changes from an informed position, of
answering the challenges derived from this proposal and
building answers based on dialogue and cooperation
respecting the characteristics of their environments.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

As an investigator highlighting his capacity to continue
learning with the certain support of the teaching
directors, the local education authorities, the mayor’s and
governor’s offices; of knowing how to integrate theory
and practice through processes of permanent reflection
in order to build communities of practice. In other words,
taking the theory to the classroom, so the teacher may
increase the curiosity, the desire to learn, the capacity to
ask and investigate,. A teacher who knows to question
and acknowledge curriculum evolution as a result of
scientific research, educational and social progress.
In summary, this proposal intends to provide the teacher
with the necessary tools to be an agent of his own change
and, from that position, undertake correct decisions
leading to favor learning by boys, girls and adolescents
in an equitable and inclusive manner within a scope of
institutional and governmental co-responsibility.
7.3.
SCHOOLS
This proposal considers schools as autonomous, flexible
and comprehensive education spaces of individuals
capable of transforming their environment. This makes
them micro-worlds where students develop the necessary
competences to cope in their current and future
life, contributing to the construction of an equitable
and inclusive society respectful of differences. By
acknowledging the particularities of each institution, the
national government contributes to them having a clear
and coherent path within the country’s vision, but always
considering diversity in their local context and the specific
and differential conditions of their students.
teachers and the other areas of knowledge to strengthen
the curriculum’s transversality and comprehension and
interdisciplinary treatment of current issues.
The national government also sees the school as
an autonomous organization, capable of adapting,
transforming and improving. An institution in which this
type of curricular proposal essentially becomes a path
for the design and construction of their own curriculum
considering not only its specific characteristics, but also
the general characteristics of education in Colombia.
The above potentiates the autonomy of each Colombian
institution with the accompaniment of the Ministry and
the Local education authorities in the organization of
institutional academic processes.
It is suggested that each school undertakes actions to
articulate the pertinent parts of this proposal in their
PEI in its four components: foundation, administrative,
pedagogical and curricular, and community. Thus, the
entire institution is tied to the English teaching and
learning process ensuring that the decisions taken
are agreed on and contextualized to the needs of the
institution (MEN, 2013, p.37).
We suggest beginning with some diagnostic questions
on the situation of students, teachers, the English
program implemented and progress of the strengthening
program, if any, to later set goals, objectives and
strategies in accordance with the institutional context.
The Guidelines Document for the implementation of
English strengthening programs in the regional entities
provides very pertinent suggestions for the school.

Likewise, this curricular proposal considers schools as

entities that must center on the needs and demands of
boys, girls and adolescentsof this century, offering them
the opportunity to relate to a coherent learning with the
world and its dynamic differences and evolution. They
must thus ensure spaces of integration between English

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

7.4. We suggest thorough planning that includes the

characterization of the current situation related to teaching
PARENTS and learning English in the region, the definition of goals
and challenging but attainable objectives, the formulation
of strategies and lines of action, the mobilization of
The role of parents in the development and
actors from different sectors in the community and the
implementation of this curricular proposal is essential.
establishment of monitoring, evaluation and adjustment
Parents have the right to know what their children are
mechanisms of the strengthening project that must be
learning in school. They also have the duty to provide
led by each local education authority (MEN, 2013, p. 26).
the necessary accompaniment for their children in their
educational process; such that they can reinforce the work
A key actor in the local education authority is the leader
done by the teachers with the boys, girls and adolescents
of bilingualism. He/she must know the area, have the
in the schools.
capacity to create scenarios of discussion and consensus,
or provide resource management and support of the
Given that the main objective of education is
processes of teacher professional development. This
comprehensive education of students, parents become
leader must be a manager of alliances with the private
the center axis of this mission’s development, since
sector, trade, and the parent community to work together
people lay the foundations of their values, personality
towards the construction and consolidation of projects
and customs inside the nuclear family.
that articulate, in a transversal way, learning English to
the life of the community, beyond the classroom.
Likewise, they must be aware of the importance of learning
English in terms of opportunities for personal, cultural,
The representative of the Local Education Authority is
social and intellectual development of their children.
responsible for providing opportunities of education
This curricular proposal helps obtain greater clarity on
and accompaniment for teaching directors and teachers
what their children should learn in the teaching-learning
regarding the challenges that arise with this proposal
process of the Institution. Thus, they may exercise their
and its pedagogical appropriation. Likewise, He/she
role as promoters of integration of this new learning to
must establish follow-up and measurable strategies
encourage spaces of use and enjoyment outside the
of the school’s progress around decision-making and
classroom.
implementation of changes that make this proposal a
reality in the institution.
7.5.
LOCAL EDUCATION AUTHORITIES
To achieve the goals proposed by the Program Colombia
Bilingüe, the local education authorities must strengthen
their efforts in the definition and implementation of
pertinent and sustainable actions leaning toward the
improvement of the English teaching and learning
conditions in the regions.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

8 INDICATIONS ABOUT
MATERIALS AND TEXTS ALIGNED
WITH THIS CURRICULAR PROPOSAL
The materials to support the development and implementation of this curricular proposal
in Colombian schools must lean towards pedagogical, methodological and conceptual
objectives there in expressed. We suggest considering the construction and theoretical
references (topics developed in sections 1.3 and 1.5) on which this proposal is based,
such as:

• A vision of language from a complex view

• A vision of sociocultural learning
• Methodological principles based on tasks, projects and problems
• Curricular principles based on transversality and diversity

This section mentions some guidelines and suggestions that must be considered to choose
materials, as well as the role of the school textbooks in the development of the learning
processes.

First, we suggest that the materials used promote the use of the language in a context and
in situations similar to the daily lives of students, helping them, in turn, to take a critical
position regarding possible conflicts and challenges faced in life.

Likewise, these materials must conceive language as a system of structures and rubrics
developed within a determined context and allows the students to build knowledge through
them. It is necessary that the materials focus on the functionality of language, evidenced
through activities that integrate the four abilities in contexts of actual communication.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
Likewise, we recommend that these materials propose
activities that are significant for the students. A way to
achieve this is through the transversality of the topics
presented. It is necessary that the materials use the
themes comprehensively and considering the most
relevant topics of the different areas of knowledge, as well
as being in accordance with the age and development of
the students, thus helping boys, girls and adolescentsto
perform in different contexts and prepare for life.
There are four general topics recommended in this
proposal:
• Health
• Democracy
• Sustainability - environment
• Globalization
Although the topics chosen to develop these issues
arose from a study that analyzed the differences of the
educational context in Colombia, it should be highlighted
that these are a suggestion, which implies they may be
treated in several ways and according to the characteristics
of each school, their population and the community to
which they belong.
It is indispensable that the materials, in addition
to promoting development of the communicative,
intercultural and cognitive competences, are also framed
within the methodologies that deploy the social ability of
the students and help them work in cooperation.
Now, for most of the schools of the country, talking about
materials exclusively refers to the school textbook. In a
significant part of them, the text tends to be seen as the
curriculum itself, and decisions regarding methodology,
activities, contents and even how to assess are taken
based on the same. The role of the textbook as support
for the implementation of the curriculum should be
clarified, and not the other way around. To avoid this
type of situation, it is necessary to carry out a systematic
process of textbook evaluation that coherently evidences
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the needs of students and the characteristics of the
institution in which it will be adopted.
This means that the selection process of materials must
be based on the evaluation of the same. This must
consider the suitability of materials used and represent
the opportunity that teachers of the schools have for
exploring and defining how appropriate these resources
are. The teachers must know the context and the needs
of their students, as well as their learning styles and
aptitudes.
All these criteria must be considered to choose
the materials and resources that will be used in the
implementation of this curricular proposal or in the
adaptations derived from the same. The above may be
referenced in matrices or checklists in which the most
important categories to be evaluated are defined.
The categories may refer to general aspects such as:
• Whether the textbook helps to obtain the objectives
proposed for each of the grades
• Whether the language level used in the material
and that promoted adjusts to the linguistic level of
the students
• Whether the visual design and diagramming
is attractive for boys, girls and adolescentsand
stimulates their learning of a foreign language
• Whether the tasks have an adequate level of
difficulty for each grade
• Whether the activities are practical
• Whether the design of the activities allows
satisfactory realization
• Whether the activities generate motivation in the
students (MEN, 2015, p.4)
The categories also allow evaluating more specific aspects
of the textbooks such as:
• The contents: themes, grammar, vocabulary,
reading, listening and speaking abilities
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

• Graduality and sequencing of the contents

• Presence of learning strategies
• Use of deductive and inductive techniques
• Contextualization, personalization,
• Promotion of communication
• Promotion of psychosocial and interactive characterics of students
• Authenticity of materials
• Balance in the promotion of abilities (MEN, 2015, p.4)

On the other hand, the variety of materials and the different media that can be used should be
noted. This means that the teachers, students and the schools can build small resource centers
with posters, audio and video samples, materials available on the internet provided they are
pertinent, have an appropriate level and relate to what is being done in the classroom.

To conclude, the evaluation process of the materials is an essential factor in the implementation
of this curricular proposal. For this, it is necessary to highlight that the materials, texts and
resources are not the curriculum itself, but are a key factor to making it real. When selecting
materials, theevaluation determines the feasibility and pertinence of the same regarding the
different contexts in which they will be implemented.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

10 GLOSSARY
The following table contains a list of key terms to help understand this document.

CONCEPT DEFINITION SOURCE DOCUMENT

Approach of these
abilities in the
before stage
Stage in which students are involved and
their prior knowledge of the communicative
context is activated. In this stage, several
types of activities are carried out such as
presenting the topic that will be discussed
or familiarizing the student with unknown
vocabulary
Uso, E. & Martinez, A. (2006). Approaches to
language learning and teaching: Towards acquiring
communicative competence through the four skills.
In E. Uso and A. Martinez (Eds.) Current trends in
the development and teaching of the four language
skills (pp.29-46). Berlin, Germany: Mouton
de Gruyter.

Approach of these
abilities in the
during stage
Stage that generally includes a series of
tasks or activities that activate linguistic,
pragmatic and intercultural aspects and how
they affect comprehension of the topic or
the communicative situation in question.
Opportunities to exercise and use the
abilities are provided in this stage.
Uso, E. & Martinez, A. (2006). Approaches to
language learning and teaching: Towards acquiring
communicative competence through the four skills.
In E. Uso and A. Martinez (Eds.) Current trends in
the development and teaching of the four language
skills (pp.29-46). Berlin, Germany: Mouton
de Gruyter.

Approach of these
abilities in the after
stage
Stage in which students reflect and discuss
the implications of the situations for their
context, they make connections with other
abilities and expand their opportunities
to exercise them. In case reading ability is
developed, vocabulary or reading exercises
can be done at this time...
Uso, E. & Martinez, A. (2006). Approaches to
language learning and teaching: Towards acquiring
communicative competence through the four skills.
In E. Uso and A. Martinez (Eds.) Current trends in
the development and teaching of the four language
skills (pp.29-46). Berlin, Germany: Mouton
de Gruyter.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
Understood as the capacity of the school to
appropriate this curriculum proposal and keep
Adaptability
it in force and pertinent, adapting it to thzr
environment and reality
An unconscious process that leads students to
Acquisition
gain knowledge spontaneously
Is a conscious process by which a new
Learning linguistics code is learned that may be put into
practice in real contexts of communication.
A curricular and instruction focus that mainly
centers on the student and his capacity to
Problem-Based Learning apply the knowledge he possesses as well as
that acquired through solving problems similar
to situations of everyday life.
Promotes activities among students that lead
to reaching goals and shared objectives; as
Project-Based Learning well as criticality and development of superior
thought such as analysis and synthesis through
questions in development of projects
- 58 -
SOURCE DOCUMENT
Lemke, D. A. (1978). Pasos hacia un
currículo flexible. Santiago de Chile:
UNESCO-ORELALC.
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional.
Barrows, H.S., & Myers, A.C. (1993).
Problem-Based learning in secondary
schools. Unpublished monograph.
Springfield, IL: Problem- Based Learning
Institute, Lanphier High School and
Southern Illinois University Medical School.
Barrows, H.S., & Myers, A.C. (1993).
Problem-Based learning in secondary
schools. Unpublished
monograph. Springfield, IL: Problem-Based
Learning Institute, Lanphier High
School and Southern Illinois
University Medical School.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Real Academia Española. (2015).

Dictionary of the Spanish Language.
Linguistic aspects Pertaining or related to language.
Madrid, Spain: Authors. Taken from: http://
www.rae.es/

Real Academia Española. (2015).

Dictionary of the Spanish Language.
Discourse aspects About discourse or reasoning
Madrid, Spain: Authors. Taken from: http://
www.rae.es/

Autonomy to permanently build the curriculum Article 4.

in schools understood as the capacity of
making decisions, exercised as an experience, Resolution 2343. (1996). Taken from http://
Curricular autonomy
a commitment and a responsibility of the www.ane.gov.co/cnabf/modulos/ pdfs/
educational community organized in terms of Decreto2343de1996.pdf
the law and its regulatory standards.

Carried out when the student reflects on his

own learning. When conducting this reflection
the student is capable of making judgements of
his learning habits, strategies and vocabulary,
among other aspects. When a student
Self-evaluation
participates in such activities, he is actively
involved in his education. Some specific
activities of self-evaluation include monitoring
learning, planning events carried out in a
process and evaluation of the same result.
luijsmans, D., Dochy, F. & Moerkerke,
G. (1998). The use of self-, peer-, co-
assessment in higher education: A review
of the literature. Netherlands: Educational
Technology Expertise Center: Open
University of the Netherlands.

Person with “different levels of proficiency with

Ministry of National Education. (2006a).
which an individual is able to communicate in
Estándares básicos de competencias en
Bilingual more than one language and culture. These
lenguas extranjeras: Ingles [Cartilla 22].
different levels depend on the context in which
Bogotá, Colombia: Imprenta Nacional.
each person acts (p. 5)”

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Refers to the different levels of proficiency with

Ministry of National Education. (2014b).
which an individual is able to communicate in more
Orientaciones para la implementación de
than one language and culture.
proyectos de fortalecimiento de Inglés
These different levels depend on the context in
Bilingualism en las entidades territoriales. Bogotá,
which each person acts. According to the use given
Colombia: Author. Taken from http://
to languages other than the mother tongue, these
www.colombiaaprende.edu.co/html/
are deemed as a second language or a foreign
micrositios/1752/ articles-315518_recurso_5.pdf
language.

Subject that contributes to the development of the
country and other nations, who develops a critical
Global citizen position in light of problems faced worldwide and
that can extend ties of cooperation both at an
international and local level.
Educarchile. (2013) ¿Qué significa
ser ciudadano global? Vitacura,
Santiago: Authors. Taken from: http://
www.educarchile.cl/ech/pro/app/
detalle?id=81311

Refers to a process in which individuals provide

feedback to one another. It is argued that the
students can provide feedback to their peer not
luijsmans, D., Dochy, & F., Moerkerke,
only to learn with him, but also to learn from
G. (1998). The use of self-, peer-, co-
him. Co-evaluation needs some specific criteria
assessment in higher education: A review
Co-evaluation such as a grammatical aspect or vocabulary and
of the literature. Netherlands: Educational
requires class time to become familiarized with the
Technology Expertise Center: Open
format. The benefits exceed any difficulty, since
University of the Netherlands.
once the students understand how it works, they
become more interested in their own process and
participate democratically with their peers.

Refers to the knowledge of formal resources of the

Ministry of National Education. (2006a).
language as a system and the capacity to use them
Estándares básicos de competencias
in the formulation of well-formed and significant
Linguistic competence en lenguaje, matemáticas, ciencias, y
messages. It includes the knowledge and lexical,
ciudadanos. Bogotá, Colombia: Imprenta
phonological, syntactic and orthographic skills,
Nacional.
among others

Relates to the functional use of linguistic resources
and comprises, in the first place, a discourse
Pragmatic
competence that refers to the capacity of
competence
organizing phrases in sequences to produce text
fragments.
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Ministry of National Education. (2006a).

Refers to the knowledge of social and cultural Estándares básicos de competencias
Sociolinguistic
conditions that are implicit in the use of the en lenguaje, matemáticas, ciencias, y
competence
language. ciudadanos. Bogotá, Colombia: Imprenta
Nacional.

Ministry of National Education. (2006a).

The set of knowledge, skills and individual Estándares básicos de competencias
Competences characteristics that allow a person to carry out en lenguaje, matemáticas, ciencias, y
actions in a certain context. ciudadanos. Bogotá, Colombia: Imprenta
Nacional.

Development of an intercultural competence

Bilingual and Intercultural
Competences
Taylor, J.A. & Morales, Henao, V. (2006).
between students of foreign languages does
Intercultural competence without
not necessarily imply an emphasis on a foreign
international experience. Presentation in
culture, but there are “many opportunities to
the 9 th Annual ELT Conference, Bogotá,
develop skills of our students to adapt and
Colombia, September 14-16.
accept the differences in their own culture”

Ministry of National Education. (2006b).

Discourse competence refers to the capacity of
Communicative discourse Estándares básicos de competencias en
organizing sentences in sequences to produce
competence lenguas extranjeras: Ingles [Cartilla 22].
text fragments.
Bogotá, Colombia: Imprenta Nacional.

Ministry of National Education. (2006b).

Comprises linguistic forms and their functions
Communicative Estándares básicos de competencias en
as the mode in which they interlink with others
functional competence lenguas extranjeras: Ingles [Cartilla 22].
in real communicative situations.
Bogotá, Colombia: Imprenta Nacional.

This makes reference to the capacity to use

Strategic competence
Canale, M., & Swain, M. (1980). Theoretical
different resources to try to communicate
bases of communicative approaches to
successfully tending to overcome possible
second language teaching and testing.
limitations derived from the level of knowledge
Applied Linguistics 1, 1–47.
of the language.
Competence that allows performing “functions
Bachman, L. F. (1990). Fundamental
of evaluation, planning and execution to
considerations in language testing. Oxford,
determine the most effective methods to
UK: Oxford University Press.
achieve the communicative goal.”

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
“knowledge, abilities or skills and attitudes that the
conversational partner / intercultural mediator must
Intercultural
have, complemented by the values that make part
competence
of a certain society and the numerous social groups
to which we belong”
All that allows movement and dynamic of a
curriculum. Such components organize a curricular
framework that evidences macro, meso and micro
Curricular components relations that, according to Posner (2005), may
include the following: scope and sequence, study
programs, content scheme, textbooks, study path
and planned experiences.
Condition of he who depends on no one for certain
Building autonomy
things.
Metalinguistic Refers to the capacity to think in the language
awareness being studied.
Encompasses the sum of individual characteristics,
traits and attitudes that comprise the personality and
Personal knowledge
that influence the image we have of ourselves and
others.
Is derived in part from the experience and, in part
Declarative knowledge
from formal learning, meaning academic knowledge.
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SOURCE DOCUMENT
Malik, B. (2003). Intervenciones para la
adquisición de competencias interculturales (pp.
424-452). En Repetto, E. (coord.) Modelos de
Orientación e Intervención Psicopedagógica.
Volume 2. Madrid: UNED.
Posner, G. J. (2005). Análisis de currículo.
(3rd. ed.). Santa Fe de Bogotá, Colombia:
McGraw-Hill S.A.
Real Academia Española. (2015).
Dictionary of the Spanish Language.
Madrid, Spain: Authors. Taken from: http://
www.rae.es/
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional.
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional.
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Curriculum is the set of criteria, study plans,

programs, methodologies and processes that
Chapter 2. Article 76.
contribute to a comprehensive education and
to the construction of the national, regional
Curriculum Congress of Colombia. (1994). Law 115
and local cultural identity, including human,
of February 8, 1994: The general law on
academic and physical resources to put
education. Bogotá, Colombia.: Author.
into practice the policies and carry out the
institutional educational project

The following make part of the development

of the communicative competence in a
foreign language: an internal factor and an
external factor. The internal factor comprised
Intercultural development by the knowledge and appropriation the
speaker has of his language and culture and
his expectations regarding other cultures and
languages. The external factor comprised by
interactions between languages and cultures.
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias, y
ciudadanos. Bogotá, Colombia: Imprenta
Nacional.

Interlingual development is any process

through which whoever is learning a foreign
Ministry of National Education. (1998).
language must pass to be able to speak as well
Serie lineamientos curriculares. Bogotá,
or almost as well as a native speaker. Many
Interlingual development Colombia: Author. Taken from http://
sides to this development are similar for all, and
www.mineducacion.gov.co/1621/
will need to go through mandatory evolution
articles-339975_recurso_6.pdf
stages, as occurs when the mother tongue is
acquired.

Competences necessary to live in the 21st

century such as: Learning and innovation,
which includes critical thought and problem
solving, communication and cooperation; and
Trilling, B. & Fadel, C. (2009). 21st century
Development of 21st creativity and innovation; Digital literacy, which
skills: Learning for life in our times. San
century abilities includes information, media and ICT; Abilities
Francisco, CA: Jossey-Bass.
for work and life, which include flexibility
and adaptability, initiative and self- direction,
productivity and responsibility; Leadership and
personal responsibilities.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Include, on the one hand, the skills and practical

abilities (vital, professional, sports; tastes, hobbies,
art) and, on the other hand, intercultural abilities,
Skills and abilities
such as the capacity to relate, sensibility, the
possibility of overcoming stereotypical relations,
etc.
Ministry of National Education. (2006a).
Estándares básicos de competencias en
lenguaje, matemáticas, ciencias, y ciudadanos.
Bogotá, Colombia: Imprenta Nacional.

The cognitive aspect covers the thought processes
involved in conceptualization, organization
Cognitive dimension and transmission of knowledge as well as the
interrelation of such processes with the linguistic
processes.
Ministry of National Education. (1998).
Serie lineamientos curriculares. Bogotá,
Colombia: Author. Taken from http://
www.mineducacion.gov.co/1621/
articles-339975_recurso_6.pdf

Espacaiologopédico.com. (2015).
Learn to learn strategies that require individual
Metacognitive Glosario. Taken from: http:// www.
awareness and regulation of cognitive processes
dimension espaciologopedico.com/recursos/
used.
glosariodet.php?Id=308

Refers to the set of attitudes, beliefs and values

that at a given time determine the sociolinguistic
Ministry of National Education. (1998).
behavior of the individual. This means, that the
Serie lineamientos curriculares. Bogotá,
Socio-affective mother tongue speaker has relative knowledge
Colombia: Author. Taken from http://
dimension about how to interact in the mother tongue and in
www.mineducacion.gov.co/1621/
a foreign language. It also has a series of beliefs
articles-339975_recurso_6.pdf
about the varieties of both languages and the
social values associated with their speakers.

Curriculum that implies leaving behind traditional

agendzo, A. K. (2004) En la construcción de
and rigid teaching- learning processes. It implies the
una sociedad democrática es imperativo
acceptance of the different forms of life, learning,
reconocer la legitimidad del Otro-Otra.
Diversity teaching and the expansion of how to evaluate learning.
Altablero , 28 (March-April). Taken from
This proposal encourages reviewing the teaching
http:// www.mineducacion.gov.co/1621/
processes in favor of acknowledging the Colombian
article-87388.html
student as a legitimate “Other”

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

The pedagogical leader, according to recent

research, centers his educational job on:
formulating, monitoring and evaluating goals
Rodríguez-Molina, G. (2011). Funciones
and objectives of the establishment, study
y rasgos del liderazgo pedagógico en
plans and programs, and the strategies for their
los centros de enseñanza. Educacion y
Teacher as a leader and implementation. Organize, guide and observe
Educadores, 14(2), 253-267. Taken from
curriculum manager the instances of technical-pedagogical work and
http:// educacionyeducadores.unisabana.
professional development of teachers of the
edu.c o/index.php/eye/article/view/
establishment. In this sense, ensure the existence
1921/2510
of mechanisms to systematize qualitative and
quantitative information of the process of
curricular implementation and learning results.

López Balboa, L. Pérez Moya, C., & Caceres

He who has the knowledge basis of the
scientific method, applied in his daily
Teacher as researcher pedagogical work and is able to have the
student use it when focusing the teaching
learning process on more scientific bases.
Mesa, M. (2004). Maestro investigador.
Un reto en la formación profesorado de
ciencias. Revista Pedagogia Universitaria,
9(3), 105-114. Taken from http:// cvi.mes.
edu.cu/peduniv/index.php/ peduniv/article/
download/294/285

Art. 67-70

It is a permanent, personal, cultural and social Congress of Colombia. (1997). Colombian

formation process based on a comprehensive
Education
conception of the human being, his dignity,
rights and duties.
Constitution, 1991. Bogotá, Colombia.:
Author. Taken from http:// www.unesco.
org/culture/natlaws/ media/pdf/colombia/
colombia_constitucion_politica_1991_
spa_orof.pdf

Is based on the idea that the main function

of the use of the language is communication.
Richards, J. C. (2006).
Richards (2006) establishes that CLT promotes
Communicative language teaching today.
Communicative focus the interaction between the students and users
Cambridge, UK: Cambridge University
of the language through the interaction that
Press.
encourages the negotiation of meaning among
conversational partners.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Represents a model characterized by vertical and

authoritarian education, which main purposes tend
towards the student being informed, memorizing Herrera,A. (2012).Enfoques curriculares.
and repeating contents. It considers the student Universidad Fermín Toro. Maestría en
Behavioral Curricular
as a subject whose performance may be arranged Educación superior. Taken from http://www.
Focus
from the outside. There is great importance given slideboom.com/ presentations/586443/
to memorization and faithful repetition of the data ENFOQUE- CURRICULAR
without considering the usefulness of the same in
the life of the students.

Assumes that the objectives of a teaching Caldeiro, P. (2014). Educacion de la

sequence are defined by the contents that will
Cognitive curricular
be learned and by the level of learning to be
focus
achieved. The cognitive abilities to develop are
always directly tied to a specific content.
práctica: La enseñanza desde una
perspectiva cognitiva. Taken from: http://
educacion.idoneos.com/ teorias_del_
aprendizaje/ enfoque_cognitivo/

Posner, G. J. (2005). Análisis de currículo.

Indicates a list of topics to cover arranged in an
Content outline (3rd. ed.). Santa Fe de Bogotá, Colombia:
outline.
McGraw-Hill S.A.

The topics arranged with this structure guarantee

Moss, G. (forthcoming). Making
that they are deployed and resumed in several
Spiral and cyclical Sandwiches: A combined approach
opportunities, each time with greater depth and
structure to course design for English teachers.
in connection with the new topics, projects and
Barranquilla: Ediciones Uninorte.
problems (Moss, forthcoming, p.71).

Brofenbrenner, U. (1979). The ecology of

Focus on which the relations of actors and the
human development. Boston, MA: Harvard
environment are mutually configured during the
University Press.
Contextual or interaction. The reality is understood as something
ecological curricular changing and dynamic. An underlying idea of this
Vygotsky, L. S. (1978). Mind in society:
focus model is that learning is achieved and socially
The development of higher psychological
deepened, meaning, through the interaction in the
processes. Cambridge, MA: Harvard
context and from individual experiences.
University Press.

Congress of Colombia. (1997). Colombian

Factor promoted since the 1991 Constitution and, in this
Constitution, 1991. Bogotá, Colombia.:
suggested curriculum and its derived components, it is
Author. Taken from http:// www.unesco.
Equity materialized as a tool that ensures the effective enjoyment
org/culture/natlaws/ media/pdf/colombia/
of the right every Colombian student has to quality
colombia_constitucion_politica_1991_
education and equal opportunities.
spa_orof.pdf

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Real Academia Española. (2015).

Dictionary of the Spanish Language.
Equitable Having equity, equality.
Madrid, Spain: Authors. Taken from: http://
www.rae.es/

This offers a broad description of what

Ministry of National Education. (2006a).
Colombian boys, girls and adolescentsmust
Estándares básicos de competencias
know and know how to do after completing this
General Standard en lenguaje, matemáticas, ciencias, y
group of grades. The function of the general
ciudadanos. Bogotá, Colombia: Imprenta
standard is defining the level of performance in
Nacional.
the language.

Clear criteria that allow students and their

families, teachers and school v, the Local
Basic Standards of education authorities and other educational Ministry of National Education. (2006b).
Competences in a authorities, to know what should be learned. Estándares básicos de competencias en
Foreign Language: They also serve as benchmark to establish what lenguas extranjeras: Ingles [Cartilla 22].
English students can know about the language and Bogotá, Colombia: Imprenta Nacional.
what they must know how to do with it in a
certain context.

Offer specific criteria of what Colombian

boys, girls, and adolescentsmust be
Ministry of National Education. (2006a).
gradually and comprehensively achieving
Estándares básicos de competencias
in development of the competences during
Specific standards en lenguaje, matemáticas, ciencias, y
a grade or group of grades. The specific
ciudadanos. Bogotá, Colombia: Imprenta
standards are developed and slowly
Nacional.
interrelated and many are repeated, reinforced
and strengthened in different grades.

Sluijsmans, D., Dochy, F., Moerkerke,

Accumulative evaluation or learning evaluation
shall provide clear criteria to measure
Learning evaluation
performance aligned with the achievement
indicators and teaching strategies used
G. (1998). The use of self-, peer-, co-
assessment in higher education: A review
of the literature. Educational Technology
Expertise Center: Open University of the
Netherlands.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Formative assessment or for learning is proposed as

an opportunity for the student to identify his needs,
his development and progress level; likewise for
the teacher to provide feedback and the necessary
Evaluation for learning
structure to ensure that development and progress.
Assessments must specify the pragmatic and holistic
view of developing communicative competences
proposed by this curriculum.
Sluijsmans, D., Dochy, F., Moerkerke,
G. (1998). The use of self-, peer-, co-
assessment in higher education: A review
of the literature. Educational Technology
Expertise Center: Open University of the
Netherlands.

Evaluation of Competences values “... the interaction Ministry of National Education.(s.f).

of provisions (values, attitudes, motivations, interests,
Evaluation by
personality traits, etc.), knowledge and abilities,
competences
within each person,” that allow approaching and
solving specific situations.
Evaluación de competencias. Bogota,
Colombia: Authors. Taken from:
http://www.mineducacion.gov.co/
proyectos/1737/article-210839.html

Systematic and continuous activity which purpose Dominican Republic Ministry of

is to provide the necessary information on the
Evaluation of formative educational process, to readjust its objectives,
learning critically review the plans, programs, methods and
resources, guide the students and provide feedback
on the process itself.
Education. (2006). EDUCANDO:
Educación formativa. Santo Domingo,
Dominican Republic: Authors. Taken
from: http://www.educando.edu.do/
articulos/docente/evaluacin-formativa/

Accumulative learning is done after the learning

period or at the end of a program or course. This
evaluation has the purpose of grading as a function
of performance, granting a certification, determining
and informing the students, parents, institutions, Samboy, L. (2009). La evaluación
Evaluation of teachers, etc. on the level reached. sumativa: Unidad 3. Taken from: http://
accumulative learning We use accumulative evaluation when we intend www.uaeh.edu.mx/docencia/ VI_Lectura/
to determine the level of fluency acquired by the MGIEV/documentos/ LECT93.pdf
student, in order to certify some results or assign
an aptitude or inaptitude grade regarding certain
commitments, skills or capacities acquired as a
function of prior objectives.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

All academic, athletic, emotional or social osner, G. J. (2005). Análisis de currículo.

Planned experiences experiences that the students experience and (3rd. ed.). Santa Fe de Bogotá, Colombia:
that have been planned by the school. McGraw-Hill S.A.

Understood as the possibility the school have

Lemke, D. A. (1978). Pasos hacia un
to build knowledge that feeds the curriculum,
Flexibility currículo flexible. Santiago de Chile:
specifying it in learning that is relevant for the
UNESCO-ORELALC.
real, dynamic and changing contexts of each.

Functions of language are those expressions

that can transmit the attitudes of the issuer (of
the speaker, in oral communication and the
writer, in written communication) before the
Profesor en linea. (s.f). Funciones
communicative process.
del lenguaje. Taken from: http://
Functions of language The language is used to communicate a reality
www.profesorenlinea.cl/castellano/
(whether affirmative, negative or of possibility),
LenguajeFunciones.htm
a desire, an admiration, or to ask a question
or give an order. The function performed by
language will depend on how we use the
different sentences that express such realities.

Rahman, A., & Melhim, A. (2009).

Structural grammar is that proposed by
language as a unique system that has its
Structural grammar
own context and grammar represents the
language.
Re- evaluating the effectiveness of
the audio-lingual method in teaching
English to speakers of other languages.
International Forum of Teaching and
Studies, 5(2), 39-45. Taken from http://
www.americanscholarspress.com/ content/
IFOTS-Two-2009.pdf

Bardovi-Harlig, K. (2007). Pragmatics and

Perceives language as the first and most
language teaching: Bringing pragmatics
important means of communication in human
and pedagogy together. In Laurence F.
Functional grammar beings in social and cognitive contexts. The
Bouton (Ed.), Pragmatics and language
language is not autonomous of external factors
learning. Monograph series 7 (pp 21-39).
but they configure it.
Available from ERIC database (ED400702)

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
Inductive grammar is based on facts considered
Inductive grammar independently to reach the conceptual unit. The
process to achieve it is basically intuitive.
Guide That which directs or leads.
Conceived as the predisposition or ability to discover
Ability to learn what is different, whether another language or
culture, of other persons or new areas of knowledge.
Consists in a person evaluating what another has
done. The type of evaluation that is more frequently
Peer-evaluation used is that where the teacher designs, plans,
implements and applies the evaluation and where
the student only answers what he is asked.
Performance indicators are instruments to measure
the main variables related to compliance with
Performance indicators the objectives, which in turn constitute a specific
qualitative or quantitative expression of what is to be
achieved with a specific objective established.
Make reference to what the students can know about
Knowledge indicators
the language.
- 70 -
SOURCE DOCUMENT
Rodríguez Abella, R. M., & Valero Gishart,
M. (1998). La gramática para comunicar: una
propuesta inductiva. Universidad de Milán/
Instituto de Cervantes-Milán: Centro Virtual
Cervantes. Taken from http:// cvc.cervantes.
es/ensenanza/ biblioteca_ele/asele/pdf/
09/09_0436.pdf
Real Academia Española. (2015).
Dictionary of the Spanish Language.
Madrid, Spain: Authors. Taken from:
http://www.rae.es/
Ministry of National Education. (2006a).
Estándares básicos de competencias
en lenguaje, matemáticas, ciencias,
y ciudadanos. Bogotá, Colombia:
Imprenta Nacional.
Universidad Santo Tomás. (s.f) ¿Qué
es una evaluación? Autoevaluación -
Heteroevaluación – Coevaluación. Taken
from: http:// soda.ustadistancia.edu.co/
enlinea/ clarajaramillo_metodologia3/
qu_es_una_evaluacin_autoevaluacin__
heteroevaluacin__coevaluacin.html
Bonnefoy, J. (2006). Indicadores de
desempeño en el sector público.
Taken from http://www.cepal.org/ilpes/
noticias/paginas/2/23992/Indicadores
%20de%20Desempe%C3%B1o.pdf
Ministry of National Education. (2006b).
Estándares básicos de competencias en
lenguas extranjeras: Ingles [Cartilla 22].
Bogotá, Colombia: Imprenta Nacional.
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
Indicators of knowing Make reference to what the students must know
how to do how to do with the language in a certain context.
Are represented by moral and citizen values,
the student’s being, his capacity to feel, coexist,
Indicators of being
it is the affective-motivational component of his
personality.
Are formats for the registration of information
with their own characteristics. They are used
Evaluation instruments to gather information required as a function of
learning characteristics to be evaluated and the
conditions to be applied.
Defined as a complex and dynamic system
Language that adapts according to the context, the user
and other factors that affect it.
The language not spoken in the immediate
and local environment, since daily social
Foreign Language
conditions do not require its permanent use for
communication.
Educational materials used as guides to teach
Textbooks
in the classroom.
- 71 -
SOURCE DOCUMENT
Ministry of National Education. (2006b).
Estándares básicos de competencias en
lenguas extranjeras: Ingles [Cartilla 22].
Bogotá, Colombia: Imprenta Nacional.
Ministry of National Education. (2006b).
Estándares básicos de competencias en
lenguas extranjeras: Ingles [Cartilla 22].
Bogotá, Colombia: Imprenta Nacional.
ñorve, G., Guzmán, F & Viñals, E. (2010).
Instrumentos de evaluación. Taken from:
http://es.slideshare.net/ alopeztoral/
instrumentos-evaluacion
Beckner, C., Blythe, R., Bybee, J.,
Christiansen, M.H., Croft, W.,...,
Schoenemann, T. (2009) Language is a
complex adaptive system: Position paper.
Language Learning Supplement, 1, 1-26.
Taken from http:// cnl.psych.cornell.edu/
pubs/2009- LACAS-pos-LL.pdf
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
Posner, G. J. (2005). Análisis de currículo.
(3rd. ed.). Santa Fe de Bogotá, Colombia:
McGraw-Hill S.A.
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

This document guides the reflection on the
conditions, methodologies and evaluation of the
learning processes of European languages (including
Common European Spanish); describes the development process of
Framework levels in three large stages denominated with letters
A for “basic” level, B for “independent” level and C
for “advanced” level, and clearly sets forth what a
student of a language can do with it in each.
Ministry of National Education. (2014b).
Orientaciones para la implementación de
proyectos de fortalecimiento de Inglés
en las entidades territoriales. Bogotá,
Colombia: Author. Taken from http://
www.colombiaaprende.edu.co/html/
micrositios/1752/ articles-315518_recurso_5.
pdf

Ministry of National Education. (2006b).

Refers to the curriculum, methodological principles
Estándares básicos de competencias en
Macrocurriculum and theoretical guidelines related to the view of
lenguas extranjeras: Ingles [Cartilla 22].
education, learning and language.
Bogotá, Colombia: Imprenta Nacional.

Mediation is a way to solve conflicts between two

or more people, with the help of an impartial third
party, the mediator. Mediators may be students,
teachers, parents. They are not judges or arbitrators,
Educastur. (s.f). Mediacion de conflictos
Mediator for conflict they do not impose solutions nor give opinions on
en centros educativos. Taken from:
resolution through who is right, their intention is to satisfy the needs of
http://web.educastur.princast.es/
dialogue the parties in dispute, regulating the communication
proyectos/mediacion/mediacion.htm
process and guiding it through simple steps in
which, if the parties cooperate it is possible to reach
a solution in which everybody wins or, at least are
satisfied

Real Academia Española. (2015).

Goal that the actions or desires of someone intend
Dictionary of the Spanish Language.
General learning goal to reach. It is what the educator wants to achieve
Madrid, Spain: Authors. Taken from:
through the teaching-learning process.
http://www.rae.es/

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

It is a system of rules that determines the classes

of possible operation systems that, based Klaus, G. & Buhn, M. (1962). Diccionario
Methods
on certain initial conditions, lead to certain filosófico. Liepzig, Germany: Rowoht.
objectives.

Ministry of National Education. (2014b).

Orientaciones para la implementación
de proyectos de fortalecimiento de
Control is established in the selection, rhythm
Curricular model per Inglés en las entidades territoriales.
and sequences of learning proposed in the
competence Bogotá, Colombia: Author. Taken from
curriculum
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf

Ministry of National Education. (2014b).

Orientaciones para la implementación
Emphasizes courses, traditional forms of
de proyectos de fortalecimiento de
learning, explicit rules for pedagogical practice
Curricular model per Inglés en las entidades territoriales.
and establishes a marked separation between
performance Bogotá, Colombia: Author. Taken from
the students that participate in the educational
http:// www.colombiaaprende.edu.co/
experience.
html/ micrositios/1752/ articles-315518_
recurso_5.pdf

Refers to the structure of scope and sequence

of the general didactic progression of the
English teaching- learning process by levels Ministry of National Education. (2006b).
of language, grades, number of hours and Estándares básicos de competencias en
Mesocurriculum
macro competences that must be ensured lenguas extranjeras: Ingles [Cartilla 22].
for all students in their time at the school as Bogotá, Colombia: Imprenta Nacional.
established by Guide 22: Basic Standards of
Competences in Foreign Language: English.

Proposal of a curricular structure per grade.

This curricular structure, in turn, is comprised by
Ministry of National Education. (2006b).
modules to be developed in each grade, the
Estándares básicos de competencias en
Microcurriculum general learning goal, the basic standards of
lenguas extranjeras: Ingles [Cartilla 22].
competences implied, the related performance
Bogotá, Colombia: Imprenta Nacional.
indicators and the linguistic and discursive
aspects.

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PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Real Academia Española. (2015).

Educational unit that makes part of a teaching Dictionary of the Spanish Language.
Module
program. Madrid, Spain: Authors. Taken from: http://
www.rae.es/

Ministry of National Education. (2014b).

Specifies the competences, knowledge and
abilities that the speaker has in each stage of the
Performance level
development process of the foreign language. A1 is
a performance level or basic user level.
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf

Real Academia Española. (2015).

Dictionary of the Spanish Language.
Aim Guide, point of reference.
Madrid, Spain: Authors. Taken from:
http://www.rae.es/

Qualitative expression of the purposes. What is to

Lightbown, P. & Spada, N. (1993). How
be reached or the future situation that wants to be
General objectives languages are learned. Oxford, UK:
obtained. It should be expressed in terms of results
Oxford University Press.
in order to facilitate the evaluation.

The curriculum is the set of criteria, plans of study, Chapter 1. Article 2.

methodologies and processes that contribute to
the comprehensive formation and construction of
Guidelines to prepare
the national, regional and local cultural identity, also
the curriculum.
including human, academic and physical resources
to put into practice policies and carry out the
institutional educational project.
Ministry of National Education. (2002).
Decree 230/2002. Chapter 1. Article 2.
Bogotá, Colombia: Author. Taken from
http:// www.mineducacion.gov.co/1621/
articles-103106_archivo_pdf.pdf

The studies plan is the structured outline of the

mandatory and essential areas and electives with
Chapter 2. Article 79.
their respective courses that make part of the
curriculum of educational establishments.
Congress of Colombia. (1994). Law 115
Studies plan. In formal education, such plan must establish the
of February 8, 1994: The general law on
objectives by levels, grades and areas, methodology,
education. Bogotá, Colombia.: Author.
time distribution and evaluation and administration
criteria, according to the Institutional Educational
Project and with the legal provisions in force.

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 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
Seeks knowledge and purpose through multiple
Postmodernism in
roads, plurality, difference, which as knowledge, is
education
in constant change.
Can mean the first language acquired; the
dominant language of a bilingual individual; the
First language
mother tongue or the language mostly used by
an individual (Baker & Prys Jones, 1998)
Curricular principles allow comprehensively
understanding what should be taught to each
participant, regarding his education. They
represent, within the curriculum preparation
Curricular principles
process, ethical elements to form and guide
the curriculum and are aligned with the
product expected, meaning quality and type of
professional desired.
Methodological Techniques used to transmit knowledge in
principles the best way possible.
- 75 -
SOURCE DOCUMENT
Gutek, G. (2004). Philosophical and
ideological voices in education. Boston,
MA: Pearson Education.
NZCER. (2009). Shifting to 21st century
thinking in education and learning:
Postmodernism. Taken from http://www.
shiftingthinking.org/? page_id=53
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
Márquez, J. (2012). Principios Curriculares.
Universidad “Fermín Toro” Vicerectorado
Académico. Caracas. Venezuela.
Taken from https://es.scribd.com/
doc/98830745/ Principios-Curriculares
Márquez, J. (2012). Principios Curriculares.
Universidad “Fermín Toro” Vicerectorado
Académico. Caracas. Venezuela.
Taken from https://es.scribd.com/
doc/98830745/ Principios-Curriculares
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
Characterized by dedicating at least 50% of
Partial immersion the time at school to the immersion in a foreign
programs language through different curricular areas, such as
mathematics or natural sciences.
Begin in preschool with emphasis on the mother
Progressive partial tongue and then progressively introduce contact with
immersion programs the foreign language, until reaching 40 or 50% at the
end of primary and the beginning of middle school.
Share characteristics of partial immersion programs
Intensification
and intensification programs. Initially imply close
programs with bilingual
contact with the foreign language and articulation
education (or hybrid
between the themes worked, both in English class
programs)
and in other curricular areas.
Focuses on linguistics aspects of learning a foreign
Intensification
language and not learning academic contents
programs or
of other areas in English. The difference with the
strengthening of a
traditional foreign language programs is the increase
foreign language
in the number of hours.
Less hours than the “intensification programs” that
aim to develop the communicative competence in
Regular English
English (both oral and written abilities), without this
programs
implying learning of academic content in the foreign
language.
- 76 -
SOURCE DOCUMENT
Ministry of National Education. (2014b).
Orientaciones para la implementación de
proyectos de fortalecimiento de Inglés
en las entidades territoriales. Bogotá,
Colombia: Author. Taken from http://
www.colombiaaprende.edu.co/html/
micrositios/1752/ articles-315518_recurso_5.
pdf
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
 PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM
CONCEPT DEFINITION
A rubric, also called valuation matrix, is an
evaluation and grading resource of learning,
knowledge or performance of students in a
Rubrics of evaluation
specific activity (or in a module, block or course)
and that establishes criteria or indicators and a
valuation scale for each.
Series of courses or levels that make up the
Study path
program and that the students must complete.
The organizational structure that indicates to
the teachers when an ability or concept needs
to be presented or reinforced, and when the
student becomes an independent user.
Scope & Sequence
A structure that indicates in an organized
and sequential way the linguistic, pragmatic
and sociolinguistic contents as well as the
objectives, activities, evaluation tasks and
methods.
Language that is indispensable for official,
commercial, social and educational activities,
Second language
or required for the communication of the
country’s citizens.
- 77 -
SOURCE DOCUMENT
Aliende, E. (2015). Las rúbricas como
herramientas de evaluación. Taken from:
http://www.tadlearning.com/las- rubricas-
como-herramienta-de- evaluacion/
Posner, G. J. (2005). Análisis de currículo.
(3rd. ed.). Santa Fe de Bogotá, Colombia:
McGraw-Hill S.A.
Nelson, C. A. (2000). Curriculum scope
and sequence for teaching applications:
Information communication technology
education kindergarden to Grade 7
(Master’s thesis). Taken from https://
www.uleth.ca/dspace/bitstream/handle/
10133/812/ Nelson_Catherine_Ann.pdf?
sequence=1
Ministry of National Education. (2014b).
Orientaciones para la implementación
de proyectos de fortalecimiento de
Inglés en las entidades territoriales.
Bogotá, Colombia: Author. Taken from
http:// www.colombiaaprende.edu.co/
html/ micrositios/1752/ articles-315518_
recurso_5.pdf
PEDAGOGICAL PRINCIPLES AND GUIDELINES SUGGESTED ENGLISH CURRICULUM

CONCEPT DEFINITION SOURCE DOCUMENT

Conceived as the construction of dialogues between

disciplines, evidenced in several courses in a holistic
way. By encouraging transversality, a multidisciplinary
Transversality approach to social, ethical and moral problems in
an environment is promoted, and dynamically ties
the school, family and sociocultural context to the
understanding of these dilemmas.
Ministry of National Education. (1998).
Serie lineamientos curriculares. Bogotá,
Colombia: Author. Taken from http://
www.mineducacion.gov.co/1621/
articles-339975_recurso_6.pdf

Comprehension and appropriation of technology

Ministry of National Education. (2008).
in the relations human beings establish to face
Competent user of Orientaciones generales para la educación
problems and with the capacity to solve them
technological resources en tecnología [Cartilla 30]. Bogotá,
through invention, in order to stimulate creative
Colombia: Imprenta Nacional.
potential.

Proposes planned learning experiences through

systematic processes of exploration that develop Aldridge, J., & Goldman, R. 2007.
Pragmatic view of
knowledge from practice while postmodernist view Current issues and trends in education
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favors plurality of perspectives and points of view (2nd ed). Boston, MA: Allyn & Bacon.
that answer the complexity of problems.

Originates in social activities developed in the

Carrera, B. & Mazzarella, C. (2001).
external plane of the individual and promotes
Sociocultural view of Vygotsky: Enfoque sociocultural. Educere,
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redalyc.org/pdf/ 356/35601309.pdf
that privileges interaction.

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