TASK 2 – DISCUSSION PANEL

Tutor: ANDRES FELIPE CHAVARRO

Angie Carolina Muñoz

Diana Maria Rodriguez
Laura Natalia Torres
Vivian Daniela Tapiero
Yuliana Yarledy Zapata
Group: _13

NATIONAL UNIVERSITY OPEN AND DISTANCE, UNAD

SCHOOL OF EDUCATON SCIENCES

COLOMBIAN EDUCATION

October 15 th, 2020

 COMICS STRIPS

Topic 1: “Foreign language education policy in Colombia”

Diana Rodriguez
Topic 2: "Being bilingual in Colombia according to the PNB (National Plan for
Bilingualism)"

Yuliana Zapata
Topic 3: "Cultural Implications for bilingual education in Colombia"

Laura Torres
Topic 4: “Colombia speaks English to achieve global communication”

Angie Muñoz
Topic 5: "Basic Standards of Proficiency in Foreign Languages: English contributes
to educating bilingual Colombian citizen"

Vivian Tapiero
 SPEECH OUTLINES

Speech Outline
Speaker name: Diana Maria Rodriguez Perafan
Panel Date: 13th October 2020
Topic: “Foreign language education policy in Colombia”
Specific Purpose: The purpose of this topic is to introduce you to a little history
of the different language policies in Colombia so that you take
into account how the process was from the previous decades
until now.
Attention Getter: This topic is important because it addresses the trends in
language policy in times of the colony, after World War II, and
some reforms in the last three decades. I have also presented
the National Bilingual Program, then focused on four
interconnected and simultaneous processes that are favored
along with their formulation and implementation.
Thesis: Different language policies that the Colombian government has
implemented throughout history.
Introduction: In this panel discussion I will talk about the historical
description of the different language policies that have been
presented in Colombia
Statement 1: After the independence of the region of
Spain two centuries ago, the new ruling
Body: elite began to send their children to
Europe, which later led to the
importation of books and ideas
associated with languages such like
French, German and English. These
movements paved the way to these
languages in the country and its
association with illustrated ideas and
 intellectual elites, while indigenous and
creole Languages began to be associated
with ignorance and underdevelopment.

"Globalization" caused consolidation of

English and French as the most common
taught languages in Colombia. During
these decades, the national government
tried introduce these languages into the
school system through isolated and
largely improvised policies as part of
international politics and economic
agendas (Zuluaga, 1996, cited by de
Mejía, 2004)
Statement 2: In more recent decades, 4 initiatives
were taken into account that would mark
the field of foreign language teaching
and learning in Colombia: The English
Syllabus, The COFE Project, the General
Law of Education, and the Curriculum
Guidelines for Foreign Languages.

This plan was good as it allowed the

inclusion of other languages in the study
plans but, the teachers did not have the
required oral proficiency by new
approaches, while structural changes
how to intensify the number of classes in
the schools did not happen. Also, the
teachers were unfamiliar with these
methods and approaches and they
 continued to teach in ways they
considered they were more appropriate

However, the COFE project supported

different teachers, becoming educational
researchers, starting their own research
groups, improving their own teacher
training programs and proposing
research studies with a clear impact on
the practical school.
Statement 3: In two thousand and five the government
presented the national bilingual program
taking into account 5 specific areas for
its implementation:

- Develop standards for Teaching and

learning English.

-Continuously evaluate the

communicative competence in students
as well as teachers in service and in
training within and outside the formal
school system.

-Provide professional development

programs for teachers to develop their
pedagogical knowledge as well as
communicative competence in English.

-Support the use of new information and

communication technologies for teaching
 Of English

-Consolidate bilinguals and trilingual

models in different ethnic groups’
communities across the country. Taken
from (Cely, 2007).

Nowadays we see standardized models

and tests, for example ICFES tests that
evaluate students, ECAES tests applied
to future professionals, the ICELT
(Certificate in service for English
language teaching) and TKT (Teaching
knowledge test)
Conclusions: Competitiveness", "human capital" and "knowledge economy".
These notions shape current policy and public perceptions of
formal education and learning foreign languages, especially
when people he sees in education and foreign languages a real
opportunity to succeed and find a better job.
Closing: ?
Bibliography: Usma W., J. (2009). Education and Language Policy in
Colombia: Exploring Processes of Inclusion, Exclusion, and
Stratification in Times of Global Reform. Profile Issues in
Teachers` Professional Development, (11), 123-142. Retrieved
from
https://revistas.unal.edu.co/index.php/profile/article/viewFile/1
0551/11014
 Speech Outline
Speaker name: Yuliana Yarledy Zapata Cuellar
Panel Date: 13th October 2020
Topic: "Being bilingual in Colombia according to PNB (Plan Nacional
de Bilingüismo)".
Specific Purpose: The specific purpose of the speech is to understand what it
means to be bilingual within the framework of the PNB
(National Plan for Bilingualism), in addition to knowing what it
is for us to learn a language and how to apply it in our lives.
Attention Getter: According to the PNB, the importance of the issue of being
Bilingual in Colombia is to have citizens capable of
communicating in English in such a way that they move the
country towards universal communication processes, towards
the global economy and towards a cultural openness with
international standards comparable.
Thesis: What does it mean to be bilingual within the framework of the
National Plan for Bilingualism?
Introduction: In this speech the following main points will be made known:

- The definition of bilingualism within the framework of the

PNB.
- The importance of bilingualism in our country.
Statement 1: Today's world is characterized by
intercultural communication, by the
Body: increasing pace of scientific and
technological advances, and by
internationalization programs. These
circumstances raise the need for a
common language that allows
international society to access this new
globalized world.
 In the Colombian context and for the
scope of this proposal, English has the
character of a foreign language. Given its
importance as a universal language, the
Ministry of Education has established as
one of the axes of educational policy
improving the quality of English
teaching, allowing better levels of
performance in this language. (MEN,
2006, p. 1)
Statement 2: The National Bilingualism Program is
aimed at "achieving citizens capable of
communicating in English, in such a way
that they can insert the country in
universal communication processes, in
the global economy and in cultural
openness with internationally
comparable standards."

Taking into account this ruling and

making use of their autonomy,
Colombian schools have chosen to offer
their students the opportunity to learn
English as a foreign language. With this,
they intend to offer a useful tool that
allows children and young people
broader access to today's world. This fact
is confirmed by the figures provided by
the Icfes exam in relation to the 2004
test, according to which ninety-nine
 percent of students chose English in the
national test.
Statement 3: The National Bilingualism Program is
aimed at "achieving citizens capable of
communicating in English, in such a way
that they can insert the country in
universal communication processes, in
the global economy, and in cultural
openness with internationally
comparable standards."
Thus, it is intended that students upon
leaving the school system, achieve a
level of proficiency in English B1.
(MEN, 2006, p. 6)
Conclusions: -Being bilingual means speaking English and bilingualism is
presented as a monolithic and homogeneous concept.
- English is a very important language, which brings great
benefits to those who learn it, mainly as access to a modern
world characterized by technology, broader communication,
economic power, scientific knowledge and the like (Maurais,
2003). Due to its importance, the Ministry of Education has
established to improve the quality of English teaching that
allows us to access this globalized world which I call the
National Bilingualism Plan (PNB)
Closing:
Bibliography: Guerrero, H. (2008). Bilingual Colombia: What Does It Mean
to Be Bilingual within the Framework of the National Plan of
Bilingualism? Profile: Issues in Teachers´ Professional
Development, 10(1), 27-45. Retrieved from
https://revistas.unal.edu.co/index.php/profile/article/view/1056
3
 Speech Outline
Speaker name: Laura Natalia Torres
Panel Date: 13th October 2020
Topic: "Cultural Implications for bilingual education in Colombia"
Specific Purpose: In Colombia it is very important to learn different languages
incorporating intercultural development, so that this type of
learning in Colombian schools is more recognized, presenting
how linguistic and cultural diversity are not only associated
with bilingualism as the "English" language. That is why it is
argued in this speech as the results of study in Colombia, in
addition to promoting intercultural vision in the teaching and
learning of a second language in academic institutions.
Attention Getter: Why is it important to teach interculturality in the learning of
other languages and how can an intercultural vision be
promoted in Colombian schools?

These two points are extremely important to help students learn

English by opening their minds not only to the language but
also accepting, understanding new cultures, allowing adding
value and respect for other cultures.
Thesis: Teach speakers based on the intercultural education process in
Colombian schools.
Introduction: In this speech I want to present how the Ministry of National
Education better known by its acronym MEN has encouraged
the acquisition of a second language for Colombians through
learning and teaching. Being a person who speaks more than
one language is a necessity today, however a bilingual person
is known only for speaking English. For this reason,
intercultural communicative teaching and learning is important
for Colombian students and those from around the world.
 Acquiring a new language along with interculturality would
allow students through a pedagogical orientation to face real
experiences with intercultural communication with people who
speak other languages.
Statement 1: Build consensus in the educational
community on how important it is to
Body: work with interculturality in the
formation of foreign languages: The
teaching and learning environments start
from the educational community with
their educational, cultural and
Colombian society concepts; which
means that it is important to create
strategies with all members of the
educational community (parents,
guardians, administrative staff, teachers,
coordinators and director) on the cultural
implications in the education of a foreign
language, assuming senses of the
Colombian culture itself and the cultures
of external places
Statement 2: Take culture in teachers and students:
Colombian teachers and in particular
should know the cultures of the country
and the cultures of other countries, for
this they must rebuild the talks on
identity and culture in accordance with
the demands of bilingual education,
being the mediators of the students
between their intercultural knowledge
that a language learning must have.
 Statement 3: Training practices to recognize
cultural aspects in the foreign
language: It is based on using languages
and cultures to produce in these aspects
the processes and manifestations of the
same Colombian culture, for this reason,
bilingual education enables us to various
disciplines and not only in the language
environment, helping students
meaningful learning by seeking their
own identity in different settings.
Conclusions: Recognize bilingual education and cultures in Colombian
education, suggested different strategies to improve the
recognition of language and cultural learning in the country

Lead students to a vision of Colombian languages, identities

and cultures through teachers who are the mediators of their
learning.
Closing: For this reason, this issue is important for Colombian education
because it allows students to form from the beginning of their
school life together with their teachers and the institutional
body with cultural characters through language learning.
Bibliography: Mejía, A. (2006). Bilingual Education in Colombia: Towards
Recognition of Languages, Cultures, and Identities. Colombian
Applied Linguistics Journal, (8), 152-168. Retrieved from
https://doaj.org/article/442fd7c6fc0740f6b701908c0cec47a8

Byram M. (1997). Teaching and Assessing Intercultural

Communicative Competence. Clevedon: Multilingual Matters.

Taylor, J. A. (2007). Intercultural communication competence

 through experiential learning: The importance of student-
initiated strategies and dialogic encounters. Gist, 1, pp. 65-89.

Speech Outline
Speaker name: Angie Carolina Muñoz Ayala
Panel Date: 13th October 2020
Topic: "Colombia speaks English to achieve global communication.”
Specific Purpose: English is the world's leading language, spoken by 508 million
people as their mother tongue and used in 110 countries, due to
this it is necessary for Colombia to speak English to achieve
global communication, so the objective of this speech is to
declare the importance of Colombia speaking English and
mentioning some strategies that would help us achieve global
communication.
Attention Getter: English is the global and business language par excellence.
Speaking English would mean for Colombia to be able to take
better advantage of its resources and improve in fields such as
tourism.
- Why the little appreciation of speaking English in
Colombia?
- What are the benefits of Colombia speaking English?
Thesis: English is the global language, and it is necessary for Colombia
to join this global communication.
Introduction: In this speech I want to explain the importance of the English
language at a global level, the causes of the little appreciation
that exists of this language in Colombia and the difficulties that
prevent Colombia from achieving mastery of the English
language. All the previous points supported by articles in
national newspapers, where studies have been carried out that
demonstrate the low level that Colombia has globally in the
 English language.

Statement 1: Explain the importance of English on a

global level.
Body: Statement 2: Expose the difficulties that exist in
Colombia to learn English.
Statement 3: Explain the benefits that mastering the
English language would bring to
Colombians.
Conclusions: After repeatedly exposing the importance of English at a global
level, the difficulties that Colombia has to advance in its
command of English are known, the little interest of the
population in this language and the lack of resources to learn
English, it is also known That Colombia would obtain great
benefits at a general level in fields such as tourism and
exportation by mastering English, but there are also personal
benefits such as traveling, learning about other cultures and
obtaining better job opportunities.
Closing: Colombia has a lot to offer the world and speaking English
would facilitate this process.
Bibliography: Análisis. (2016). ¿Por qué la poca percepción de hablar inglés?
Revista Semana. Retrived from
https://www.semana.com/educacion/articulo/por-que-no-se-
habla-ingles-en-colombia/467109/

Carvajal, C. & Tejada, I. (2016). Unanswered Questions in

Colombia's Foreign Language Education Policy. Profile Issues
in Teachers` Professional Development, 18(1), 185-201.
Retrieved from
https://dx.doi.org/10.15446/profile.v18n1.51996
 British Council. (2015). El inglés en Colombia: Estudio de
políticas, percepciones y factores influyentes. Retrived from
https://www.britishcouncil.co/sites/default/files/colombia_versi
on_final_-_espanol.pdf

Speech Outline
Speaker name: Vivian Daniela Tapiero
Panel Date: 13th October 2020
Topic: "Estándares Básicos de Competencias en Lenguas extranjeras:
inglés contributes to educating bilingual Colombian citizen”
Specific Purpose: To understand the importance of basic standards in the English
language, through an explanatory application I understand the
basic standards that are carried out in the classroom area, also
making the components of the Common European Framework
for Languages, and that are governed by an educational
institution.
Attention Getter: What are the basic standards for foreign language skills for
you?
What components do you think the basic standards have?
The subject is very important for all foreign language
educational teachers; they have to take into account the basic
standards in foreign language competences, since for each
grade the basic standards have their own level and different
criteria.
Thesis: Teachers take into account the basic standards of foreign
language skills in their classes.
Introduction: As a main component, a teacher who is going to start her
English classes and the principal recommends that she use the
basic standards in her English classes for all grades.
 in the same way, students look for motivational and didactic
classes for their teaching
Statement 1: A teacher who is going to teach for the
first time in an institution and the rector
Body: recommends the basic standards for each
grade, especially the one that was her
turn, she understands immediately since
when she completed her degree, she was
correctly taught the basic standards.
Statement 2: The teacher prepares very well for her
first class and wants everything to go
well, she understands that she is in the
eighth grade and by the eighth grade her
level of English is pre-intermediate, so
she wants to make this the learning
education in her lessons.
Statement 3: Education in Colombia in a foreign
language must be creative and didactic,
as students prefer their classes, so as a
good start to classes they write ideas and
create movements for a creative class
taking into account the basic standards in
foreign language skills.
Conclusions: As future teachers, we have to take into account the basic
standards that must be met for foreign languages, in our case
the English language, and for that we must provide creative and
motivating teaching for our students, all this in educational
terms, for the Colombian education and its components.
Closing: As a chosen topic, I highlight how important are the basic
standards in foreign language competences in our case for the
English language, and future teachers, take into account all
 these educational components that are governed in Colombia
and in the world.
Bibliography: Mejía, A. (2006). Bilingual Education in Colombia: Towards
Recognition of Languages, Cultures, and Identities. Colombian
Applied Linguistics Journal, (8), 152-168. Retrieved from
https://doaj.org/article/442fd7c6fc0740f6b701908c0cec47a8

Usma W., J. (2009). Education and Language Policy in

Colombia: Exploring Processes of Inclusion, Exclusion, and
Stratification in Times of Global Reform. Profile Issues in
Teachers` Professional Development, (11), 123-142. Retrieved
from
https://revistas.unal.edu.co/index.php/profile/article/viewFile/1
0551/11014

Calle Díaz, L. (2017). Citizenship Education and the EFL

Standards: A Critical Reflection ; La educación ciudadana y los
estándares básicos de competencias en el inglés como lengua
extranjera: una reflexión crítica. Retrieved from
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebs
cohost.com/login.aspx?direct=true&db=edsbas&AN=edsbas.1
EDDFAC7&lang=es&site=eds-live&scope=site

Link to the Discussion panel recording: https://youtu.be/my_M_abMpdo

 REFERENCES

Análisis. (2016). ¿Por qué la poca percepción de hablar inglés? Revista Semana. Retrived
from https://www.semana.com/educacion/articulo/por-que-no-se-
habla-ingles-en-colombia/467109/

British Council. (2015). El inglés en Colombia: Estudio de políticas, percepciones y

factores influyentes. Retrived from
https://www.britishcouncil.co/sites/default/files/colombia_version_fi
nal_-_espanol.pdf

Byram M. (1997). Teaching and Assessing Intercultural Communicative Competence.

Clevedon: Multilingual Matters.

Calle Díaz, L. (2017). Citizenship Education and the EFL Standards: A Critical Reflection ;
La educación ciudadana y los estándares básicos de competencias en
el inglés como lengua extranjera: una reflexión crítica. Retrieved
from
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohos
t.com/login.aspx?direct=true&db=edsbas&AN=edsbas.1EDDFAC7
&lang=es&site=eds-live&scope=site

Carvajal, C. & Tejada, I. (2016). Unanswered Questions in Colombia's Foreign Language

Education Policy. Profile Issues in Teachers` Professional
Development, 18(1), 185-201. Retrieved from
https://dx.doi.org/10.15446/profile.v18n1.51996

Guerrero, H. (2008). Bilingual Colombia: What Does It Mean to Be Bilingual within the
Framework of the National Plan of Bilingualism? Profile: Issues in
Teachers´ Professional Development, 10(1), 27-45. Retrieved from
https://revistas.unal.edu.co/index.php/profile/article/view/10563

Mejía, A. (2006). Bilingual Education in Colombia: Towards Recognition of Languages,

Cultures, and Identities. Colombian Applied Linguistics Journal, (8),
 152-168. Retrieved from
https://doaj.org/article/442fd7c6fc0740f6b701908c0cec47a8
Taylor, J. A. (2007). Intercultural communication competence through experiential
learning: The importance of student-initiated strategies and dialogic
encounters. Gist, 1, pp. 65-89.

Usma W., J. (2009). Education and Language Policy in Colombia: Exploring Processes of
Inclusion, Exclusion, and Stratification in Times of Global Reform.
Profile Issues in Teachers` Professional Development, (11), 123-142.
Retrieved from
https://revistas.unal.edu.co/index.php/profile/article/viewFile/10551/
11014