Bilingualism and language planning and policies An overview

An overview of bilingualism and language planning and policies in Colombia

1. Bilingualism and language planning and policies : An overview Doctoral candidate Yamith José Fandiño Parra La Salle University Faculty of educational sciences

2. 01 Bilingualism

3. Bloomfield (1933) describes it as the mastery of two languages as a native speaker. Mackey (1976) defines it as the quality of a person or population that uses two languages without a marked aptitude for one language more than the other. Cerdá Massó (1986) considers it as the speaker's ability to use two languages interchangeably. Lam (2001) defines bilingualism as the phenomenon of competence and communication in two languages. 1.1. History

4. In general, bilingualism implies the use of two languages to a greater or lesser extent, and its definition has evolved over time considering linguistic, psychological, sociological, political, cultural, and pedagogical factors (Bermúdez & Fandiño, 2012).

5. 1.2. Perspectives about bilingualism Bermúdez & Fandiño, 2012, p. 103

6. 1.2. Perspectives about bilingualism Bermúdez & Fandiño, 2012, p. 103

7. 1.3. Bilingualism from psycholinguistics Cummins's 'dual iceberg' representation of the potential for cross-linguistic transfer

8. 1.3. Bilingualism from psycholinguistics CONCEPTS DEFINITIONS Balanced and dominant bilingualism This is the ideal type of bilingualism, where individuals have equal proficiency in both languages. This is bilingualism where individuals have a higher proficiency in one language than the other. Coordinated, compound, and subordinate bilingualism This is when individuals use their two languages for different purposes, such as using one language at home and the other at school. This is when individuals use both languages for the same purposes, such as speaking to their friends and family in both languages. This is when individuals have a dominant language and use their second language only in specific situations. Simultaneous and continuous bilingualism This is when individuals acquire both languages from birth. This is when individuals acquire one language after another, such as when they move to a new country and learn the language of that country. Complete and incomplete bilingualism This is when individuals have native-like proficiency in both languages. This is when individuals have a lower proficiency in one language than the other. Additive and substractive bilingualism This is when individuals maintain both languages throughout their lives. This is when individuals lose their first language in favor of their second language. Bermúdez & Fandiño, 2012, pp. 108 - 109

9. 1.4. Bilingualism from sociolinguistics Bermúdez & Fandiño, 2012, pp. 109 - 113 Bilingualism is understood as a phenomenon that involves the use of two languages in different social contexts (Institutional, public, personal, etc.) and according to communicative purposes (Ceremonial, social, academic, etc.). It focuses on how attitudes, cultural norms and social status influence linguistic interaction . It considers the importance of factors such as diglossia (the existence of two or more language varieties) and acculturation (cultural change) in the bilingual experience. These factors generate code-switching, language maintenance, language borrowing, language attitudes , etc. It also studies the development of educational and language policies that address the needs of multiple language speakers and how they impact communities.

10. 1.5. Related tendencies

11. 02 Language planning and policies (LPP)

12. In general, language policies are sets of rules, regulations, and guidelines that govern language use within a society. They determine which languages are official, how languages are taught, and how they are used in government, education, and other public domains. Language policies can be explicit (written laws) or implicit (unwritten norms). 1.1. Definition

13. 1.2. Approaches From policy to planning Some authors affirm that policy gives rise to planning. For example, Areiza,Cisneros and Tabares (2012) argue that: Language policy has as its object of work the decisions of the political powers in relation to language in a monolingual context or to languages in contact, while language planning is understood as the design and implementation of social programs to develop those decisions (p. 187). From planning to policy Other scholars maintain that planning gives rise to policy. Thus, Kaplan (2012) maintains that: Language planning is an activity, mostly government-driven, aimed at the promotion of systematic linguistic change in some community of speakers...The exercise of language planning leads to the promulgation of a language policy by the government or some authoritative agency or official (p. 2).

14. 1.2. Approaches Language planning and policy (LPP) LPP favors the reflection of the processes of decision and intervention on the linguistic organization of a society and the effects that such a structure can have on meanings and behaviors, both public and private ( Bastardas , 2004). Hornberger (2006) explains that LPP offers a conceptual framework under which to pursue a more complete understanding of the complex planning-policy relationship and, at the same time, its link to processes of sociocultural change. Sudbeck (2015) maintains that LPP is “a complex of sociocultural processes that influence the function, use, structure, and/or acquisition of languages” (p. 76), which can be used by dominant groups to establish a hegemonic linguistic hierarchy or by individuals or groups to resist such an oppressive type of structure.

15. 1.3. Richard Baldauf Scope Macro-level planning and policies: They operate at a national level, affecting the entire language situation of a country. Meso-level planning and policies: They are implemented at a regional or institutional level, such as within a state, province, or university. Micro-level planning and policies: They operate at an individual or classroom level, influencing language use and learning in specific settings. Focus and Goals Status planning and policies: It involves decisions about which languages are recognized, used in government, and taught in schools.   Corpus planning and policies: This type of policy focuses on the development and standardization of a language, e.g. grammar, spelling, and vocabulary. Acquisition planning and policies (or language-in-education): This type of policy concerns the teaching and learning of languages, including curriculum development, teacher training, and assessment. Prestige planning and policies: This type of policy aims to enhance the social image and value of a particular language or variety.  

16. 1.3. Richard Baldauf Formality and Explicitness Explicit planning and policies: These policies are formally documented and publicly available. They often take the form of laws, regulations, or official decrees.   Overt (or implicit) planning and policies: These policies are less formal and may be communicated through informal channels or unwritten norms. They can be embedded in cultural practices or institutional routines.

17. 1.3. Richard Baldauf

18. 1.4. History Colombia’s language planning and policies have been shaped by its complex history of colonization, independence, and internal conflicts. Colonial Period: Spanish was imposed as the official language, leading to the suppression of indigenous languages. Independence: Spanish remained the official language, but efforts to recognize indigenous languages began. 20th Century: A focus on Spanish language standardization and promotion emerged. English gained importance as a foreign language. 21st Century: A shift towards multilingualism and intercultural education has occurred, with greater recognition of indigenous languages and Afro-Colombian languages.

19. 1.5. Types of LPP in Colombia Official language planning and policy: Spanish is the official language. Indigenous language planning and policy: Recognizes and promotes indigenous languages, such as Wayuunaiki , Quechua, and Embera . English as a Foreign Language (EFL) planning and policy: Emphasizes the importance of English for global competitiveness. Bilingual Education planning and policy: Promotes bilingualism, particularly in regions with significant indigenous populations. Strategies and Techniques Curriculum Development: Incorporating indigenous languages and English into the curriculum. Teacher Training: Preparing teachers skills to teach innovatively. Language Assessment: Developing tools to measure language proficiency. Language in Use: Creating opportunities for students to use the target language. Community Engagement: Involving parents and community members in language education initiatives. Technology Integration: Using technology to support language learning.

20. 1.6. Programs The National Bilingualism Program laid the foundation for the large-scale implementation of English teaching in the Colombian education system. This was followed by the Program to Strengthen Competencies in Foreign Languages , which sought to deepen teacher training and curriculum updates. Finally, the National English Program consolidated previous efforts, setting more ambitious goals and emphasizing the evaluation of results. Strategies and Techniques The National Bilingualism Program was a pioneer in the massification of English teaching, implementing strategies such as teacher training in communicative methodology, the incorporation of innovative teaching resources and the promotion of learning environments in English. The Program to Strengthen Competencies in Foreign Languages deepened teacher training, offering specializations and diploma courses, as well as promoting learning assessment. T he National English Program established the international certification of teachers and students, and the integration of technology in teaching.

21. 1.6. Challenges While there has been a concerted effort to enhance English proficiency, achieving widespread fluency has been elusive. On the one hand, policies have successfully increased exposure to English through curriculum reform and standardized testing. Additionally, the growth of private language institutions has provided accessible learning opportunities. However, inconsistencies in teacher training, limited English language resources in many regions, and the socioeconomic disparities that impact access to quality education have hindered progress. Moreover, the overemphasis on standardized test scores has often overshadowed the development of communicative competence. Besides, the programs have faced challenges such as a lack of resources, inequality in access to education, and the need for greater articulation. Finally, while Colombia has made strides in EFL education, the State and the educational system requires adopting a more holistic approach to language learning in the native language, the foreign language and the indigenous languages.

22. 02 References

23. Assigned Bermúdez Jiménez, J. R., y Y.J. Fandiño Parra (2012). El fenómeno bilingüe: perspectivas y tendencias en bilingüismo. Revista de la Universidad de La Salle, (59), 99-124. https://ciencia.lasalle.edu.co/cgi/viewcontent.cgi?article=1309&context=ruls Fandiño-Parra, Y. J. (2014). Bogotá bilingüe: tensión entre política, currículo y realidad escolar. Educación y Educadores 17 (2), 215-236. Doi. 10.5294/ edu.2014.17.2.1 https://www.redalyc.org/pdf/834/83432362001.pdf Recommended Fandiño Parra, Y. J., y J.R. Bermúdez Jiménez (2016). Planificación y política lingüística en Colombia desde el plurilingüismo. Revista de la Universidad de La Salle , (69), 137-155. Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., & Lugo-Vásquez, V. E. (2013). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe.  Educación Y Educadores ,  15 (3), 363–382. Recuperado a partir de https://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/2172 Bermúdez Jiménez, J., Fandiño Parra, Y., & Ramírez Valencia, A. (2014). Percepciones de directivos y docentes de instituciones educativas distritales sobre la implementación del Programa Bogotá Bilingüe. Voces Y Silencios. Revista Latinoamericana De Educación , 5 (2), 135-171. https://doi.org/10.18175/vys5.2.2014.04