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...
- 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
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. |
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