Colombia’s nationwide EFL policy and the construction of equity in policy documents

Villegas, Daniel Correa

doi:10.17011/apples/urn.201708083437

Cited by 4 publications

(1 citation statement)

References 7 publications

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“…Educational equity, a mandate from Sustainable Development Goal 4 (SDG 4), has long been considered to be an “important factor in enrichment of quality in education” ( Borazjani and Bagheri, 2016 , p. 61). Learning English as a foreign language (EFL) is established as a compulsory duty in many non-English-speaking countries and is viewed as an essential skill for global competence ( Villegas, 2017 ). Therefore, under the backdrops of moving toward equitable education, EFL teaching is closely related to educational equity and exerts a significant influence on the process of minimizing educational and social gaps around the globe.…”

Section: Introductionmentioning

confidence: 99%

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Chen

Abdullah

2022

Front. Psychol.

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Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed.

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Section: Introductionmentioning

confidence: 99%

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Chen

Abdullah

2022

Front. Psychol.

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Colombian English Language Teachers’ Storied Agency Contesting the Inset of Globalization and Capitalism of Education

Quintero-Polo,

Guerrero-Nieto

2023

Unauthorized Outlooks on Second Languages Education and Policies

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Unilingualism and Unibilingualism in Colombia

Roux

Millan

2023

Applied Linguistics

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In its language policy and planning (LPP), Colombia offers ethnoeducation for ethnic groups, with Spanish as a second language, and for the protection/revitalization of native languages. However, these LPP measures are insufficiently implemented. Meanwhile, with regard to foreign languages, LPP have specifically advocated a Spanish-English bilingualism emphasized since the early 2000s. What then favours English to the detriment of native languages? The objective of this research is to reveal what is hidden behind this LPP through a Critical Discourse Analysis of official documents. The elements brought to light show unilingualism and unibilingualism ideologies that discriminate against native languages, and value the linguistic imperialism of English.

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Colombia’s nationwide EFL policy and the construction of equity in policy documents

Abstract: The Colombia Bilingüe (Colombia Bilingual) 1

Cited by 4 publications

References 7 publications

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Colombian English Language Teachers’ Storied Agency Contesting the Inset of Globalization and Capitalism of Education

Unilingualism and Unibilingualism in Colombia

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