English in Public Primary Schools in Colombia - Achievements and Challenges Brought about by National Language Education Policies

Oct 15, 2026

Uploaded by ahduag

In an effort to become more competitive in the global market, Colombia declared English the dominant foreign language for schools and universities. Over the last 16 years, national initiatives launched through the Ministry of Education include multiple bilingualism and foreign-language competence programs. Evidence from local studies indicates these regulations created professional and work-related challenges for public primary school teachers. The article reviews the four programs since 2004 and offers conclusions and recommendations for policy design and implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Introduction

English language teaching policy in Colombia

National bilingualism and English programs

Challenges for public primary school teachers

Conclusions and recommendations

SPECIAL ISSUE English Language Teaching in Public Primary Schools in Latin America education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University | Volume 24 Number 83 | August 1, 2016 | ISSN 1068-2341 | | --- | --- | --- | English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies Doris Correa & Adriana González Universidad de Antioquia, Medellín Colombia Citation: Correa, D., & González, A. English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. Education Policy Analysis Archives 24(83). [http://dx.doi.org/10.14507/epaa.24.2459](http://dx.doi.org/10.14507/epaa.24.2459 This)[ This](http://dx.doi.org/10.14507/epaa.24.2459 This) article is part of EPAA/AAPE’s Special Issue on English Language Teaching in Public Primary Schools in Latin America, Guest Edited by José Luis Ramírez-Romero and Peter Sayer. Abstract: In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015- 2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia. Key words: bilingualism, Colombia, English, ESL, EFL, language policy, primary education El inglés en la educación primaria del sector público en Colombia: Logros y retos de las políticas lingüísticas educativas nacionales Resumen: En un esfuerzo por volverse más competitivos en el mercado global, Colombia, como muchos otros países de América Latina, ha decretado que todas las escuelas y universidades del paísimpartan instrucción en inglés como lengua extranjera. Para apoyar esta medida, en los últimos 16 años, el gobierno, a través del Ministerio de Educación Nacional ha lanzado una serie de programas tales como el Programa Nacional de Bilingüismo 2004-2019, el Programa de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras, el Programa Nacional de Inglés: Colombia Very Well 2015-2025, y más recientemente Colombia Bilingüe 2014-2018. Los resultados de algunosestudios llevados a cabo por investigadores locales en varios puntos del país sugieren que esta apuesta nacional ha traído consigo una serie de retos para los docentes de primaria, los cuales no han podido ser solucionados por estos programas. Estos retos pueden ser divididos en dos categorías: profesionales y de trabajo. Este artículo tiene un doble propósito: El primero, es hacer una revisióncrítica de los cuatro programas que el gobierno ha lanzado desde 2004. El segundo, es presentaralgunas conclusiones y recomendaciones para el diseño y la implementación de políticas lingüísticaseducativas en Colombia. Palabras claves: bilingüismo, Colombia, Educación Primaria, inglés, inglés como lengua extranjera, política lingüística Inglês nas escolas primárias públicas na Colômbia: Conquistas e desafios trazidos pelas

FAQs

What is the main purpose of the article?

The article provides a critical overview of four Colombian English-language education programs launched since 2004 and presents conclusions and recommendations for designing and implementing language policy.

Which types of challenges are highlighted for public primary school teachers?

Challenges are divided into two categories: professional challenges and work-related challenges that the programs have not been able to address.

Which national programs does the article discuss?

It discusses the National Program of Bilingualism 2004-2019, the Program for Strengthening the Development of Competences in Foreign Languages, the National English Program: Colombia Very Well 2015-2025, and Bilingual Colombia 2014-2018.

Oct 15, 2026

Uploaded by ahduag