Language Education and Multilingualism in Colombia: Crossing the Divide

Autor/in	de Mejía, Anne-Marie
Titel	Language Education and Multilingualism in Colombia: Crossing the Divide
Quelle	In: Language and Education, 31 (2017) 3, S.249-262 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2016.1261897
Schlagwörter	Multilingualism; English (Second Language); Second Language Learning; Language of Instruction; Meta Analysis; Case Studies; Educational Policy; Portuguese; Ethnic Groups; Foreign Countries; Cultural Pluralism; Inclusion; Cultural Background; Teaching Methods; Language Planning; Multiple Literacies; Action Research; Elementary School Students; Spanish; Information Technology; Language Usage; Secondary School Students; Social Media; Discourse Analysis; Computer Mediated Communication; Teacher Surveys; Creoles; Teacher Attitudes; Code Switching (Language); Bilingual Education; Colombia + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Meta-analysis; Metaanalyse; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Portugiesischunterricht; Ethnie; Ausland; Kulturpluralismus; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachwechsel; Projektforschung; Spanisch; Informationstechnologie; Sprachgebrauch; Sekundarschüler; Soziale Medien; Diskursanalyse; Computerkonferenz; Kreole; Lehrerverhalten; Bilingual teaching; Bilingualer Unterricht; Kolumbien
Abstract	Despite Colombia's official recognition of its ethnic and cultural diversity, it has yet to develop in practice an inclusive educational vision involving the recognition of diversity, as well as promoting the country's insertion within the global market. Garcia et al. acknowledge the importance of "cultivating" students' diverse languages and cultural resources and their use as teaching languages has been recognized. In this paper, based on a meta-analysis of four case studies, I argue that the official Ethno-education and National English Programme policies need to be rethought as an inclusive National Language Education Policy, in order to enable speakers of ethnic community languages and speakers of Portuguese in border areas to have access to appropriate teaching and learning opportunities in other languages available in the local language ecology, in addition to providing for international language speakers who wish to learn an Indigenous language to enrich their intercultural and cognitive experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01