A Critical Evaluation of the Social Justice Implications of the Colombian Government's English-Spanish Bilingualism Policies

Autor/in	Mackenzie, Lee
Titel	A Critical Evaluation of the Social Justice Implications of the Colombian Government's English-Spanish Bilingualism Policies
Quelle	In: Current Issues in Language Planning, 21 (2020) 2, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2019.1615743
Schlagwörter	Social Justice; Bilingualism; Spanish; English (Second Language); Second Language Learning; National Programs; Bilingual Education; Power Structure; Program Implementation; Economic Development; Public Policy; Second Language Instruction; Foreign Countries; Neoliberalism; Disadvantaged; American Indian Languages; Violence; Language Attitudes; Elementary Secondary Education; Higher Education; Colombia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; nicht übertragen; Bilingual teaching; Bilingualer Unterricht; Wirtschaftsentwicklung; Öffentliche Ordnung; Fremdsprachenunterricht; Ausland; Neo-liberalism; Neoliberalismus; Gewalt; Sprachverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kolumbien
Abstract	The National Bilingual Programme was launched in order to promote English learning in Colombia. The failure of this programme and subsequent iterations is well-documented, and research has also examined some of its negative effects for different societal groups. However, a comprehensive study of the social justice implications of Colombia's national bilingual programmes has not been carried out. Using Young's framework 'the five faces of oppression', the current paper shows how different groups experience different forms of injustice as a result of the implementation of Colombia's national bilingual programmes and their focus on language as a means to the end of economic development. It is argued that the the Colombian government's policy approach instrumentalises foreign language learning and diminishes the importance of the other purposes of learning a foreign language. Furthermore, this study shows how a lack of consideration of contextual factors from a social justice perspective can lead to shortcomings in policy implementation and the neglect of social justice issues. The conclusion suggests that bilingual policies need not be oppressive and outlines ways to ensure socially just English-Spanish bilingual education in Colombia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01