The effectiveness of English language curricular programs

applied by public and private high schools in Colombia

Daniel Fernando Perez

EFD 4611 – Assessment 1
The National Program of Bilingualism is an initiative created in 2004 until 2019
by the Ministry of Education of Colombia, in which all public and private
schools in Colombia should focus their language curricular programs on
developing both the native language (Spanish) and the English language.

Based on the Common European Framework of Reference for Languages

(CEFR), the minimum level of proficiency in English for primary and high school
students was defined as A2 (Basic) and B1 (Pre-intermediate) respectively.
However the results presented in 2015 showed that 51% of students at high
school do not reach even the A1 (basic) level.
Based on the results presented by the Ministry of Education, the purpose of my
investigation is:

“analyzing the reasons why such curricular programs are not effective, and what kind
of alternative elements influence on the effectiveness of the language programs in
primary and private high schools in Colombia”.

According to Wells (2008) and Becerra & McNulty (2010) the effectiveness of an English
program should be evaluated in regards of the following parameters:

1) Program objectives - (why English should be taught at schools?)

2) Curriculum design (what kind of content should be taught at schools?)
3) Motivation of students to learn a language (How students perceive the English
classes)
4) The teacher and the resources applied in the classroom
 Other factors to take into account when evaluating the
curricular programs
• In monolingual countries such as Colombia is difficult to create environments to use
English. Therefore, focusing the curricular programs on preparing students to be
bilingual is, to some extent, not possible. English programs should be aimed at
improving the learners' English proficiency, helped by their mother language.
Ordonez (2011)

• According to Ortiz, Camelo, Martín, Sarmiento, & Ruiz (2006), the effectiveness of
an English curricular program depends on elements such as:
- Content / Structure
- Teachers / Peers
- Practice environments inside and outside the classroom
- Students
Preliminary points of view in regards of the literature

English learning curricular program based on the Colombian “National Bilingualism

Program” policy implemented by the Ministry of Education should be redesigned
taking into account the students' needs.

The inclusion of alternative language teaching approaches (Task-based and

Communicative Language teaching) as supplementary elements to support the
curricular programs could be considered

The construction and application of curricular programs should be done in cooperation

with policymakers, academics, teachers, parents, and most importantly, the students as
they are actively-directly immersed in the learning process.
 Becerra, L. M., & McNulty, M. (2010). Significant learning experiences for English foreign
language students (experiencias significativas para estudiantes de Inglés como lengua
extranjera). PROFILE: Issues in Teachers' Professional Development, 12(2), 117-132. Retrieved
from http://search.proquest.com/docview /1697493248?accountid=12528

 Ministry of Education of Colombia (Ministerio de Educación de Colombia). (2006). Basic

standards for foreign language competencies: English (estándares básicos de competencias
en lenguas extranjeras: Inglés. Retrieved from http://redes.colombiaaprende.edu.co/ntg
/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos
_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdf

 Ministry of Education of Colombia (Ministerio de Educación de Colombia). (2016). Designing

a proposal for a suggested English language curriculum in Colombia (diseñando una
propuesta de currículo sugerido de Inglés para Colombia. Retrieved from
http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2016%20Dise%
C3%B1o%20Propuesta%20%20Curriculo%20Sugerido.pdf
 Ordóñez, C. L. (2011). Education for bilingualism: Connecting Spanish and English from the
curriculum, into the classroom, and beyond (educación para el bilingüismo: Español e inglés
conectados desde el currículo hasta el salón de clase, y más allá). PROFILE: Issues in
Teachers' Professional Development,13(2), 147-161. Retrieved from http://search.proquest
.com/docview/1697490760? accountid=12528

 Ortiz, A., C., Martha Camelo, G., Martín D, M. N., Marisol Sarmiento, S., & Maritza Ruiz, M.
(2006). Revising a foreign language curriculum: A challenging and enhancing experience
at a public school in Bogotá. Profile, 7(1), 9-29. Retrieved from http://search.proquest.com
/docview/1677626979?accountid=12528

 Wells, J. (2008). Trying to meet the demands of English in a global market: A critical
discussion of the national bilingual programme in Colombia. International Education
Studies, 1(1), 77-88. Retrieved from http://search.proquest.com/docview/1697502253?
accountid=12528