INTRODUCTION
In Colombia, there is a tendency to focus on
English-Spanish.
Colombia has had a long tradition of including foreign
languages in the school curriculum, languages such as French, German and
Italian, as well as English. It is seen as important that Colombian school
graduates develop a pluralist vision of the world, so that they are open to new
ideas and have contact with different ways of thought and expression. The idea
is that this recognition of linguistic and cultural diversity in our world may
lead to recognition of the importance of tolerance and respect for the other.
However, in reality, particularly during the last few years, when bilingualism
or bilingual education are referred to, the central focus is on one particular
language - English. As Silvia Valencia (2005: 1) explains,
"As a result of globalisation and widespread use
of English worldwide, the term 'bilingüismo' has acquired a different meaning
in the Colombian context. It is used by many . . . to refer almost exclusively
to Spanish/English bilingualism. . . . This focus on Spanish/English
bilingualism now predominates and the other dimensions of multilingualism and
cultural difference in Colombia are often ignored. The existence of other
languages in different regions of the country is overlooked, particularly the
languages of indigenous Colombian populations. The teaching of other modern
languages (e.g. French . . .) has also been undermined by the spread of English
and by people's increasing desire to 'invest' in English".
This is very
true, especially if we think of the Ministry of Education (M.E.N.) promotion of
the National Bilingual Programme (2004-2010) a project which aims at ensuring
that, "Colombian citizens will be able to communicate through English with
internationally comparable standards. This will contribute to the insertion of
the country in the processes of universal communication, the global economy and
cultural openness" (M.E.N. presentation, 2006)
The emphasis here is very clearly stated: the
reference is only to English and the aim is competitivity in international
markets, though there is an interesting reference to cultural openness.
Finally, I think it is very important to pay attention
as a multicultural and plurilingual nation needs a language policy which takes
into account not only exolingual, but also endolingual concerns. In other
words, we need to look both outwards towards a globalised world, as well as
inwards to focus on local complexities. The question we can ask is, thus, how
far bilingual education programmes for majority language speakers in Colombia
today are actively helping towards the creation of a more understanding, a more
tolerant society.
