UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

ESCUELA CIENCIAS DE LA EDUCACIÓN ECEDU

UNIT 1 TASK 2 – DISCUSSION PANEL DEVELOPMENT OF COLOMBIAN

EDUCATION IN THE XXI CENTURY

CREATED BY:

YULI JASVEIDY ESPITIA. ID 1055332105

DIANA ROCIO SERRANO. ID 1106332927

JULIA EDITH MALDONADO ID 37.841.931

GROUP 551035_9

TUTOR:

ANGIE LORENA SALGADO

COLOMBIAN EDUCATION

JULY 11th, 2019

 COMIC STRIP

DIANA ROCIO SERRANO: https://compartir.pixton.com/p0rveia

JULIA EDITH MALDONADO MONTH: https://compartir.pixton.com/pznahoh

YULI JASVEIDY ESPITIA: https://compartir.pixton.com/p0iazad

 SPEECH OUTLINE

Speaker name: JULIA EDITH MALDONADO MONTH

Panel Date: July 10th, 2019

Topic: “Being bilingual in Colombia according to PNB (Plan
Nacional de Bilingüismo)”

Specific The purpose of this speech is to talk about Bilingualism in

Purpose: the Colombian context what it means to be bilingual and
what laws promote the use of another foreign language.
So that it becomes necessary to teach and learn a foreign
language and which is that language that must be learned
and finally how to appropriate and be legitimate users of a
second language and acquire to be a necessary
proficiency for optimal performance.

Attention Many years ago, thinking about the option of being

Getter: bilingual in schools seemed more like a proposal from
someone who wanted to learn just to travel or to meet an
academic requirement and thus pretend to know
something about another language, such as French or
English. It was more of an option than a necessity, wasn't
it? But with the advances of technology and
communications running at atrocious speeds students
have seen the need to learn to interpret the social context
that surrounds it and the concept becomes an essential
idea in a globalized world, then a question arises that
means being bilingual for the Ministry of Education (MEN)
 Speech Outline
Speaker name: Diana Rocío Serrano González

Panel Date: Thursday- July 11th 2019

Topic: Foreign language education policy in Colombia
Specific Education in Colombia is taking a turn towards
Purpose: bilingualism and the national government has been
making efforts to make this happen.
The Colombian government has implemented different
plans, the most recent being the "Colombia Bilingue”
Atterntion To get the attention of the panelists, I will ask questions
Getter: such as:
1. What level of English do you think you are according to
the European Common Framework?
2. Can you hold a conversation in English?
3. Have you ever watched movies or series in English?
How has your experience been?
4. on a scale of 1 to 10 how would you rate the education
you received at your school regarding the English
language?
Thesis: Bilingualism is far from becoming a reality in Colombia.
The public schools lack teachers prepared to face this
challenge and the hours of English that are seen are not
enough.
Introduction: 1. The Colombian government has tried to increase the
level of English in schools.
2. The only ones that are close to achieving this are some
private schools.
3. lack of training for teachers and increase class hours.
Four.
Statement 1: In 1991 the road to bilingualism
began, the British Council is
Body: supporting the process.
 Statement 2: PNB has been the longest program
to meet the goal of bilingualism, but
not the most effective.
Statement 3: With “Colombia Bilingue” the
Colombian government has made
progress but still needs to increase
the time intensity and train the
teachers
Conclusions: Colombia has a long and difficult road to achieve
Bilingualism, but with hard work and government support
goals can be achieved.
Closing: We as teachers are part of that path, we must find the
way to be the best.
Bibliography: Carvajal, C. & Tejada, I. (2016). Unanswered Questions
in Colombia's Foreign Language Education Policy.
Profile Issues in Teachers` Professional Development,
18(1), 185-201. Retrieved
from https://dx.doi.org/10.15446/profile.v18n1.51996
and how do you adopt the idea of training in foreign
languages and what proposal is generated to fulfill that
objective?
Thesis: Being Bilingual means speaking English, considering the
basic standards of competence in foreign language _
English proposed by the Ministry of National Education.
(MEN, 2006). A significant challenge for education in
Colombia and its relations with other countries.
Introduction: The teaching of English in Colombia began informally after
the Second World War and became official in 1974 for
students in grades 6 to 11, but from Law 115 of 1994, the
objective for primary and secondary education is that
learning to speak and read a foreign language.
 Colombia, as well as some other countries, has adopted
linguistic policies aimed at the dissemination of the English
as a foreign language, being the program "Colombia
Bilingüe en 10 años". Among the many actions taken by
the Ministry of Education (MEN) and the British Council to
promote and implement the project is the publication of the
"Basic Standards of English as a Foreign Language".
competencies in Foreign Languages: English.

The importance has maintained a close relationship with

the concept of universal language in business,
communication, technology, social networks,
globalization, modernism.

In the Colombian context, the Ministry of Education has

established, as one of the core points of its educational
policy. The improvement of the quality of the teaching of
English. Leading to better performance levels in this
language.

Body: Statement 1 Being bilingual is Essential in The

Globalized World (MEN, 2006, p. 5)

Due to globalization and the

increasing advance of
communications and technology and
the union of countries to improve the
economy and influence of social
networks, the MEN (2006) raises the
need for a common language that
allows international society unlimited
access to relevant opportunities for
 growth. and English is the language
that offers Colombia the opportunity
to enter a modern world.

In the context of Colombia and for the

sake of this proposal, English is
considered a foreign language. Given
its importance as a universal
language

Considering the regulation and

autonomy in educational institutions,
it offers to learn English as an
important tool in today's world and
demonstrates the choice with which
99% of students selected it in the test
of state ICFES of 2004.

Statement 2: The National Bilingualism Program is

aimed at "achieving Citizens capable
of Communicating in English, of
so that they can insert the country in
the processes of universal
communication in the world economy
and in the cultural opening with
internationally comparable
standards"(p.6).

With this, the proposal aims to train

students in public and private schools
from 1 to 11 grade and achieve a level
of proficiency in English B1. MEN
2006, p6. Established standards are
 articulated with goals so that students
can demonstrate the mastery of a b1
level, alter finishing eleventh grade
proposing six levels of performance.
Statement 3: It is interesting to highlight the case in
which bilingualism is constructed as a
homogeneous goal in relation to what
is expected to be achieved in terms of
English proficiency.

The goal is that all students upon

reaching a B1 level - the first of two
levels to become an independent user
according to the terminology of the
Common European Framework
(CEF) 6. The idea behind this goal is
that pupils can become competent
ideal speakers because language is
conceived as a good that can be
obtained and used by anyone at any
time.

Macnamara (1967) produces a fairly

open concept and
considers bilingual to be "people who
possess at least one of the abilities of
language, even to a minimal degree in
their second language" (p. 60).
recognizing that individuals do not
necessarily have to master the two
languages equally; being that I can be
proficient in an L2 competency. it's
worth asking here is what "minimum"
 is, as it can mean different things to
different people in different contexts.
For Grosjean (1994) "[...] bilingual
[are] those people who use two (or
more) languages (or dialects) in their
daily life" (p. 1656). This may explain
that
the interaction of several people e.g.
a housewife talking to her child or a
migrant worker, a doctor, children
playing in a park. These bilinguals
share a common characteristic: they
all use two (or more) languages to
direct their lives.

Conclusions: Being bilingual is Essential in The Globalized World (MEN,

2006, p. 5). PNB provides English language instruction.

All students from the beginning of their school phase have

the opportunity to learn English until the end of the
eleventh grade to acquire a skill in the language at a level
B1.

All students Will be attain level B1 (and along with that,

they Will become legitimate users of L2)
All students Will be equally proficient. PNB expects
students to develop a proficiency in L2 such as L1 because
the standards present issues with which the student is
already familiar at L1.
Closing: Basically, speaking English is a necessity in the modern
world and the challenge is to be able to learn the language
in order to have access to a world of possibilities in our
productive life. We all have the opportunity to learn it not
as an option but as a valuable resource that can improve
education in the Colombian context.
Bibliography: Guerrero, H. (2008). Bilingual Colombia: What Does It
Mean to Be Bilingual within the Framework of the National
Plan of Bilingualism? Profile: Issues in Teachers´
Professional Development, 10(1), 27-45. Retrieved
fromhttps://revistas.unal.edu.co/index.php/profile/article/vi
ew/10563

Speech Outline
Speaker Yuli Jasveidy Espitia Alba
name:
Panel Date: Thursday, July 11, 2019
Topic: Cultural Implications for bilingual education in
Colombia
Specific The purpose of this speech is to analyze how it is
Purpose: oriented to bilingual education in Colombia, where
the environment of globalization takes place,
especially in Content and Integrated Language
Learning, which lives and creates in our
educational institutions and individuals the need
to establish and promote links of some kind with
other countries whose language is not Spanish.
Atterntion There is a tendency to privilege English-Spanish
Getter: bilingualism at the expense of bilingualism in
other foreign languages or in indigenous
languages, which is why we need to develop an
equitable linguistic policy, which includes all the
languages and cultures represented in the
country.
I'm going to ask some questions
- What does bilingualism contribute to the
development of competences of Colombian
students?
-What is the relationship between the learning of
the foreign language and the knowledge of
another culture, in the Colombian context?
 -With bilingualism in schools, what are the
challenges facing teachers?

Thesis: Reference is made to bilingualism or bilingual

education, the central focus is in a particular
language: English.

As a result of globalization and widespread use of

English worldwide, the term 'bilingüismo' has
acquired a different meaning in the Colombian
context. It is used by many ...to refer almost
exclusively to Spanish/English bilingualism.... This
focus on Spanish/English bilingualism now
predominates and the other dimensions of
multilingualism and cultural difference in Colombia
are often ignored. The existence of other
languages in different regions of the country is
overlooked, particularly the languages of
indigenous Colombian populations.
Introducción: Create in our educational institutions and
individuals the need to establish and promote
Links of some kind with other countries
Develop an equitable linguistic policy that includes
all the languages and cultures represented in the
country.
Bilingualism does not refer only to Spanish /
English.
Need to develop an equitable linguistic policy,
which includes all the languages.
Statement 1: The Ministry of Education
(M.E.N.) promotion of the
Body: National Bilingual Programme
(2004-2010) a project which
aims at ensuring that,
"Colombian citizens will be able
to communicate through English
with internationally comparable
standards.
This will contribute to the
insertion of the country in the
processes of universal
communication, the global
economy and cultural openness"
(M.E.N. presentation, 2006)
Statement 2: For many years in Colombia,
there has been little real
concern about the implications
 of contact with other cultures.
Teachers and parents whose
children go to bilingual schools
have tended to assume that a
vision of cultural enrichment will
result effortlessly from the
contact with other languages
and cultures. This view is
exemplified in the following
quotation from an article by
Annie de Acevedo (2005: 62) in
which she highlights the merits
of bilingual education
programmes for parents who
want their children to become
bilingual. She states, "Learning
another language opens the
doors for them to other cultures
and allows them to enrich
themselves.
Statement 3: Education (M.E.N.) promotion of
the National Bilingual
Programme (2004-2010) a
project which aims at ensuring
that,
Colombian citizens will be able
to communicate through English
with internationally comparable
standards. This will contribute to
the insertion of the country in
the processes of universal
communication, the global
economy and cultural openness"
(M.E.N. presentation, 2006)
Conclusions: It is important to take into account the
relationship that exists between bilingual
education and the construction of a more tolerant
society, where the relationship between
languages, cultures and identities in the
Colombian and world context is taken into
account, and help us to improve the recognition
and the assessment of linguistic and cultural
diversity in the country.
Closing: As future teachers we must ensure that there
equality and this can be achieved through an
equitable linguistic policy, where all the languages
 and cultures represented in the country can be
included.
Bibliography: Mejía, A. (2006). Bilingual Education in
Colombia: Towards a Recognition of
Languages, Cultures, and
Identities. Colombian Applied Linguistics
Journal, (8), 152-168. Retrieved from
http://www.scielo.org.co/scielo.php?script=s
ci_arttext&pid=S0123-
46412006000100008&lng=en&tlng=en.
 Link to the Discussion panel recording

https://www.youtube.com/watch?v=sjwozzoolEQ&feature=youtu.be
 REFERENCES

Carvajal, C. & Tejada, I. (2016). Unanswered Questions in Colombia's Foreign

Language Education Policy. Profile Issues in Teachers` Professional
Development, 18(1), 185-201. Retrieved
from https://dx.doi.org/10.15446/profile.v18n1.51996

Guerrero, H. (2008). Bilingual Colombia: What Does It Mean to Be Bilingual within

the Framework of the National Plan of Bilingualism? Profile: Issues in Teachers´
Professional Development, 10(1), 27-45. Retrieved
fromhttps://revistas.unal.edu.co/index.php/profile/article/view/10563

Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition of

Languages, Cultures, and Identities. Colombian Applied Linguistics Journal, (8),
152-168. Retrieved
from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-
46412006000100008&lng=en&tlng=en.