Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities

 

In Colombia, bilingualism is usually understood as speaking English and Spanish only. Policies like MEN (2006) state that “Colombian citizens will be able to communicate through English with international standards to contribute to the global economy and cultural openness.” However, this definition excludes Colombia’s multicultural and multilingual reality. Bilingualism, when involving Spanish and either a creole or indigenous language, often has the association with poverty or underdevelopment. A multicultural plurilingual society needs language policies which elicit not only exolingual (foreign) wants but also endolingual (local) wants. There is the need to look outwards to global needs and to look inwards to strengthen local competencies.

We ought to be asking: How do bilingual education programs support the development of a more tolerant society during childhood in our country?

Indigenous concepts like interculturalism and biculturalism become very important. Interculturalism does not mean getting along with someone; it means each party interacts with the other in a way that goes beyond knowledge of music or celebration but understanding and respect of differences and through that process. On the other hand, biculturalism happens when someone participates in two cultures and adapts to both. In Colombia, this is often reduced to learning English for better job opportunities.

Still, there are problems:

• Teachers are not always trained to teach culture meaningfully.
• Foreign textbooks can show Colombia negatively.
• Students may feel ashamed of their own identity.
• Cultural lessons are sometimes superficial, like just learning songs.

Teachers must be trained to think critically and interculturally. Identity is complex and changes over time. A person can be a daughter, a student, and a team leader, and all of those parts are part of who they are.

Bilingual people may feel different depending on the language they use. For example, Colombian with family, international with friends.Schools can create their own identities. In Paraguay, students in a bilingual school mixed English, Spanish, and Guaraní. They created “ASA English” and “ASA Spanish” with special words that made them proud.

Not only native speakers are good English teachers. Teachers from India, Singapore, or Colombia speak English in ways that reflect their own culture and that’s okay. Schools shouldn’t hire only native speakers. Colombian bilingual teachers can inspire students to succeed without losing their roots.

True bilingual education respects all languages and cultures. It values them equally. Learning an indigenous language like Nasa Yuwe is just as important as learning English — and that is also bilingualism.