Task 2 - Recording

Paula Andrea Espinosa

Kelly Johana Guerra

Carlos Felipe Osorio

Juan Diego Montoya

Sergio Andrés Ayala

Group No 11

Tutor

Monica del Rosario Guillen

Universidad Nacional Abierta y a Distancia – UNAD

Colombian Education 551035

Escuela de Ciencias de la Educación – ECEDU

Licenciatura en Lenguas Extranjeras con Énfasis en Inglés

July, 2021
Task 2 - Recording

Contenido
Task 2 - Recording ..................................................................................................................... 1

Introduction ................................................................................................................................ 3

General objective ....................................................................................................................... 4

Recordings.................................................................................................................................. 5

Statement ................................................................................................................................ 5

Question ................................................................................................................................. 5

Paula Andrea Espinosa ....................................................................................................... 5

Kelly Johana Guerra ........................................................................................................... 5

Carlos Felipe Osorio .......................................................................................................... 5

Juan Diego Montoya .......................................................................................................... 5

Sergio Andrés Ayala .......................................................................................................... 5

Link of the blog ...................................................................................................................... 5

Differences of being Bilingual and Bicultural ........................................................................... 6

Examples of being Bilingual, Bicultural and being both Bilingual and Bicultural ................... 7

Bilingual ................................................................................................................................. 7

Bicultural ................................................................................................................................ 7

Bilingual and Bicultural ......................................................................................................... 7

Images related to the topic ......................................................................................................... 8

Conclusions ................................................................................................................................ 9

References ................................................................................................................................ 10

2
 Task 2 - Recording

Introduction

Today, knowing more than two languages means a possibility to explore different scenarios,

sometimes people have the ability to speak a second language to a level very close to the native

one, but it doesn´t end there, people sometimes get to touch not just a second language but also a

culture. Some debates have arisen concerning this fact to a point were protecting indigenous and

own culture becomes a matter of concern. In this particular document it'll be possible to find an

explanation about the implications of being bicultural and bilingual, as well as its differences,

some examples, images regarding the subject and some videos providing different points of view

related to this topic, all this bringing a collection that will provide a better understanding about a

reality the world is living these days.

3
 Task 2 - Recording

General objective

To identify the concepts of Bilingualism and Biculturalism and its implications in the teaching

development, in order to do a constructive criticism of the Colombian Education System based

on the National Bilingual Programme (2004-2010), recognizing cultural diversity for a better and

tolerant society.

4
 Task 2 - Recording

Recordings

Statement

Particularly (Spanish-English bilingualism) has been privileged. This is seen as providing

access to a highly `visible`, socially-accepted form of bilingualism, leading to the possibility of

employment in the global market-place. In contrast, bilingualism in minority Amerindian or

Creole languages has been generally undervalued and associated with an ‘invisible` form of

bilingualism related to underdevelopment, poverty and backwardness.

Question

The question we can ask, how far bilingual education programs for majority language

speakers in Colombia today are actively helping towards the creation of a more understanding, a

more tolerant society and not only providing a way to better jobs and a higher standard of living

for their graduates?

Paula Andrea Espinosa

https://youtu.be/jJwAV4D1Nbs

Kelly Johana Guerra

https://youtu.be/dyqFfcV1PKk

Carlos Felipe Osorio

https://youtu.be/k-TqzUkaCUA

Juan Diego Montoya

https://youtu.be/QQFCkwPmo5s

Sergio Andrés Ayala

https://youtu.be/97UIFocTyig

Link of the blog

https://yankeekio.blogspot.com/2021/06/impact-of-bilingualism-in-colombia.html
5
 Task 2 - Recording

Differences of being Bilingual and Bicultural

Bilingual Bicultural
A bicultural person is someone who have
an immersion in two different cultures,
implying participation in traditional heritage
practices like food, dress, family traditions,
A bilingual person is someone who
folklore and folk art, etc.
communicate in two languages. It generally Bicultural can be characterized in the
following way (Grosjean, 2008; see also
implies writing, reading, and speaking
Nguyen and Benet-Martinez, 2007):
fluently, although the term is also sometimes
1. They take part, to varying degrees, in
applied to individuals who are only bilingual the life of two or more cultures.
2. They adapt, in part at least, their
speakers, and not literate in a second
attitudes, behaviors, values, languages,
language.
etc. to these cultures.
Bilingualism is found in all age groups, in 3. They combine and blend aspects of
the cultures involved. Some of these
all levels of society, and in most countries.
come from one or the other culture(s)
Bilingualism and biculturalism are not
whereas others are blends of the
necessarily coextensive. We often find cultures. Hence, some aspects of the
bicultural are adaptable and
bilinguals who are not bicultural because they
controllable (this allows the bicultural
have always lived in one culture but they
to adapt to the context and situation)
know and use two or more languages. but other aspects are more static; they
are blends of the cultures and cannot
be adapted as easily. Bilingualism and
biculturalism are not necessarily
coextensive.

6
 Task 2 - Recording

Examples of being Bilingual, Bicultural and being both Bilingual and Bicultural

Bilingual

• Jorge is a young man with a lot of free time who is passionate about music in English, so he

decided to enroll in English classes to learn English so he could understand all the songs.

• Sofi studied for several years at a university in another country, so it was necessary to learn

the language of that country and, from her experiences over the years, her language has

improved.

Bicultural

• Mateo is a journalist who has spent several years of his career researching the culture of a

particular indigenous community in his country and over the years has managed to learn the

culture of the community except for the language, which he finds difficult. But that did not stop

him from learning their customs and cultures.

• Julia is a Mexican citizen who married a Colombian and had a son, this child was raised

with typical dishes from both countries as well as with the customs and traditions of both

countries.

Bilingual and Bicultural

• Maria is an indigenous woman who has been in a city with a different language for 10 years,

but she managed to learn to live normally in the city. She learned all the rules and customs, as

well as the language. But without forgetting her indigenous culture.

• Antonio was born and raised in an area of Canada where the cultures of England and France

mix, his father is French and his mother is English, so he knows perfectly the aspects and

languages of both cultures.

7
Task 2 - Recording

Images related to the topic

Taken from:
• https://thenib.com/bicultural-parenting-in-america/
• https://akorbi.com/5-jobs-you-can-get-by-being-bilingual/
• https://alacarrera.home.blog/2019/03/05/bilingual-biliterate-bicultural-by-choice-part-1

8
Task 2 - Recording

Conclusions

• Bilingualism and Biculturalism are important topics to be treated in the Colombian

education within the framework of the respect and tolerance; identifying its

components and implications help students and teachers to open minds to the vast

horizon of languages and look at the different cultures like an enrichment that

contributes to an integral education and effective for the world of today.

• In order to foster the inclusion and contribution of the different Colombian cultures to

the development of the country, it is important to treat the concept of “Bilingualism”

in general, taking into account that many communities have their own culture and

language, representing this a form of bilingualism that in the National Bilingual

Program are not included as such.

• This topic has been too an opportunity to reflect in the education system the

importance of value our culture and its contribution to the country as such. Also,

looking at the other cultures with an opened mind and respect contributes to the

fostering of a tolerant society, even more when the differences offer the chance to

promote the learning of other things; for it, topics like those must to be implemented

in the education curriculums of all the schools.

9
 Task 2 - Recording

References

Akorbi (January 29th 2019) [Image] 5 Jobs You Can Get by Being Bilingual. Retrieved from:

https://akorbi.com/5-jobs-you-can-get-by-being-bilingual/

Baker, C. (2001). Foundations of Bilingual Education and Bilingualism: Vol. 3rd ed.

Multilingual Matters. pp. 2-16.

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=

true&db=nlebk&AN=90953&lang=es&site=eds-live&scope=site

Bunny Studio, (April 10th, 2020). Types pf bilingualism and the benefits of knowing them.

https://youtu.be/uvFH8KAfGb4

Carrera, L. (March 5th 2019) [Image] Bilingual, Biliterate, Bicultural BY Choice-Part 1. A la

Carrera. Retrieved from: https://alacarrera.home.blog/2019/03/05/bilingual-biliterate-

bicultural-by-choice-part-1

Chanani, N. (August 24th 2018) [Image] Bicultural parenting. The Nib. Retrieved from:

https://thenib.com/bicultural-parenting-in-america/

Grosjean, F. (2013). Bilingualism: A short introduction. In Grosjean, F. & Li, P. (2013), pp. 5-

25. https://www.francoisgrosjean.ch/bilin_bicult/25%20Grosjean.pdf

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. https://revistas.unal.edu.co/index.php/profile/article/view/10563

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

Cultures and Identities. Colombian Applied Linguistics Journal, (8), 152-168.

https://revistas.udistrital.edu.co/index.php/calj/article/view/176

Mincultura.gov.co. (s.f). mincultura.gov.co. Obtenido de

https://mincultura.gov.co/areas/poblaciones/APP-de-lenguas-nativas/Paginas/default.aspx
10