Inclusive Education and ELT Policies in Colombia: Views From Some PROFILE Journal Authors

This article reports on a study aimed at exploring inclusive policies in the teaching of English as a foreign language in Colombia, as evidenced in the articles published in the PROFILE Journal by Colombian authors. The use of the documentary research method and critical discourse analysis showed th...

Full description

Autores:
Robayo Acuña, Lina María
Cárdenas, Melba Libia
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66913
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66913
http://bdigital.unal.edu.co/67941/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
Bilingualism
foreign language teaching
inclusion
inclusive education
language policies
bilingüismo
enseñanza de lenguas extranjeras
educación inclusiva
inclusión
políticas lingüísticas
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
Description
Summary:This article reports on a study aimed at exploring inclusive policies in the teaching of English as a foreign language in Colombia, as evidenced in the articles published in the PROFILE Journal by Colombian authors. The use of the documentary research method and critical discourse analysis showed that some policies—mainly The National Program of Bilingualism and the Basic Standards for Competences in English as a Foreign Language—contain issues closely related to the logic of discriminatory and segregation attitudes in English language teaching. We hope that the results of our analysis will generate more interest in scholars to examine language policies and work further to eradicate inequalities in education.