INTRODUCTION

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.