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Using Colombia as an example, it proposes a localized, institution-level approach that builds on Global South epistemologies and prioritizes regional scholarship to meet learners’ diverse needs.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Inclusion and Language-in-Education Policy in the Global South: The Colombian Context  \nRosa Dene David*1 and Kimberley Brown2  \n• This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that buildsin Global South epistemologies and localised ways of knowing.  \nKeywords: language-in-education policy, Global South, inclusion, disability, English language teaching  \n1 *Corresponding Author. Planning and Institutional Research Office, Canada; [rosadene@gmail.com](rosadene@gmail.com).  \n2 Portland State University, USA.  \n14 disability, inclusion and language-in-education policy in the global south  \nPosebne potrebe, inkluzija in vključenost jezikov vizobraževanju v državah tretjega sveta: kolumbijski kontekst  \nRosa Dene David in Kimberley Brown  \n• Članek poziva k premiku glede strategije vključevanja angleščine v izobraževanje in pobud za inkluzivno izobraževanje v Kolumbiji, da bi se zagotovilo, da tudi učenci angleškega jezika s posebnimi potrebamidoživijo pravičen in vključujoč pouk v razredu, ki bi bil kontekstualno primeren. Pozivamo, da naj se pobude in načrtovanja v povezavi z angleškim jezikom črpajo iz teorij in praks z vseh delov sveta, in to v smeripoučevanja na ravni inkluzivnega izobraževanja. Trendi pri poučevanju angleškega jezika in inkluzivnem izobraževanju se namreč navezujejona rešitve razvitih držav, ki jih ni mogoče sistemizirati, da bi ustrezaleenemu mednarodnemu standardu. Namesto tega z uporabo kolumbijskega konteksta kot primera ta prispevek predlaga lokaliziran pristop k izpolnjevanju izobraževalnih potreb učencev angleškega jezika, kivključuje inkluzivno izobraževanje na institucionalni ravni. Ta model bidal prednost delu regionalnih akademikov, s čimer bi zagotovili, da vsiučenci doživijo pravičen pouk v razredu, ki bi temeljil na epistemologijah držav tretjega sveta in lokaliziranih načinih znanja.  \nKljučne besede: vključenost jezikov v izobraževanje, tretji svet, inkluzija, posebne potrebe, poučevanje angleščine  \nIntroduction  \nThis paper examines the tensions and divisions occurring between English language teaching (ELT) and inclusive education (IE) in Colombia, acknowledging the lack of interconnectedness between the two fields, which creates a disservice to students and teachers alike. Although there are many factors at play within the Colombian education system, there are three underlying issues that perpetuate the unification ofELT and IE: the lack of a universal definition that seeks to change the learning environment and not the student, the division between the private and public sectors, and the lack of teacher training and support (Anderson & David, 2022; Anderson, et al., 2022; Kamenopoulou, 2018b; OECD, 2016) .  \nAs with many governments in the region, the Colombian government has historically understood the need for English education, since English is seen as a means to drive development and internationalisation (Anderson et al., 2022; de Medina, 2002, 2004; Gonzalez, 2010) . In","cbCaipUD8199EPEB","https://ap.wps.com/l/cbCaipUD8199EPEB","pdf",178264,21,"English","# Introduction\n## Tensions between ELT and inclusive education\n## Barriers in defining and implementing inclusive education\n## Inclusive education beyond disability","[{\"question\":\"What central tension does the paper identify in Colombia’s education context?\",\"answer\":\"The paper highlights tensions and divisions between English language teaching (ELT) and inclusive education (IE) in Colombia, noting the lack of interconnectedness between the two fields.\"},{\"question\":\"Why does the paper criticize relying on Global North solutions?\",\"answer\":\"It argues that solutions drawn from the Global North cannot be systematized into a single international standard for all contexts, so they must be adapted to local needs.\"},{\"question\":\"What underlying issues perpetuate the weak unification of ELT and IE?\",\"answer\":\"The paper points to three underlying issues: the lack of a universal definition that changes the learning environment rather than the student, the division between private and public sectors, and the lack of teacher training and support.\"}]","Disability, Inclusion and Language-in-Education Policy in the Global South - The Colombian Context | PDF",1792086778,53]