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Foreign Language Education in Colombia: a Qualitative Study of Escuela Nueva Daniel A

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Foreign Language Education in Colombia: a Qualitative Study of Escuela Nueva Daniel A Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 3-20-2015 Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva Daniel A. Ramirez Lamus Florida International University, [email protected] DOI: 10.25148/etd.FI15032142 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Curriculum and Instruction Commons Recommended Citation Ramirez Lamus, Daniel A., "Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva" (2015). FIU Electronic Theses and Dissertations. 1856. https://digitalcommons.fiu.edu/etd/1856 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida FOREIGN LANGUAGE EDUCATION IN COLOMBIA: A QUALITATIVE STUDY OF ESCUELA NUEVA A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in CURRICULUM AND INSTRUCTION by Daniel Ramírez-Lamus 2015 To: Dean Delia C. Garcia College of Education This dissertation, written by Daniel Ramirez-Lamus, and entitled Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva, having been approved in respect to style and intellectual content, is referred to you for judgment. We have read this dissertation and recommend that it be approved. _______________________________________ Hilary Landorf _______________________________________ Sarah Mathews _______________________________________ Linda Spears-Bunton _______________________________________ Eric Dwyer, Major Professor Date of Defense: March 20, 2015 The dissertation of Daniel Ramirez-Lamus is approved. _______________________________________ Dean Delia C. Garcia College of Education _______________________________________ Dean Lakshmi N. Reddi University Graduate School Florida International University, 2015 ii © Copyright 2015 by Daniel Ramirez-Lamus All rights reserved. iii ACKNOWLEDGMENTS I wish to thank Dr. Eric Dwyer and Dr. Lynne Miller for allowing me the time to finish up writing this manuscript. If it hadn’t been for their understanding, it would have taken me longer to submit this dissertation. I would also like to thank my wife, Ana Salazar, for all her encouragement and good advice throughout the research process. Finally, to the people of the Institución Educativa Octavio Calderón Mejía and especially to the principal, Claudia Holguín, my sincerest thanks for their help and hospitality while I carried out this study. iv ABSTRACT OF THE DISSERTATION FOREIGN LANGUAGE EDUCATION IN COLOMBIA: A QUALITATIVE STUDY OF ESCUELA NUEVA by Daniel Ramírez-Lamus Florida International University, 2015 Miami, Florida Professor Eric Dwyer, Major Professor Since 2004 the Colombian Ministry of Education has been implementing the Programa Nacional de Bilingüismo (PNB) with the goal of having bilingual high school graduates in English and Spanish by 2019. However, implementation of the PNB has been criticized by English Language Teaching (ELT) specialists in the country who say, among other things, that the PNB introduced a discourse associated exclusively with bilingualism in English and Spanish. This study analyzed interviews with 15 participants of a public school of the Colombian Escuela Nueva, a successful model of community-based education that has begun a process of internationalization, regarding the participants’ perceptions of foreign language education and the policies of the PNB. Six students, five teachers, and four administrators were each interviewed twice using semi-structured interviews. To offer a critique of the PNB, this study tried to determine to what extent the school implemented the elements of Responsible ELT, a model developed by the researcher incorporating the concepts of hegemony of English, critical language-policy research, and resistance in ELT. v Findings included the following: (a) students and teachers saw English as the universal language whereas most administrators saw English imposed due to political and economic reasons; (b) some teachers misinterpreted the 1994 General Law of Education mandating the teaching of a foreign language as a law mandating English; and (c) some teachers and administrators saw the PNB’s adoption of competence standards based on the Common European Framework of Reference for languages as beneficial whereas others saw it as arbitrary. Conclusions derived from this study of this Escuela Nueva school were: (a) most participants found the goal of the PNB unrealistic; (b) most teachers and administrators saw the policies of the PNB as top-down policies without assessment or continuity; and (c) teachers and administrators mentioned a disarticulation between elementary and high school ELT policies that may be discouraging students in public schools from learning English. Thus, this study suggests that the policies of the PNB may be contributing to English becoming a gatekeeper for higher education and employment thereby becoming a tool for sustaining inequality in Colombia. vi TABLE OF CONTENTS CHAPTER PAGE INTRODUCTION .............................................................................................................. 1 Context ............................................................................................................................ 1 Conceptual Framework ................................................................................................... 4 Statement of the Problem ................................................................................................ 8 Purpose of the Study ..................................................................................................... 11 Research Questions ....................................................................................................... 11 Contribution .................................................................................................................. 12 Overview of Methods .................................................................................................... 14 Definition of Key Terms and Abbreviations ................................................................. 15 LITERATURE REVIEW ................................................................................................. 19 Purpose of the Literature Review .................................................................................. 19 Responsible English-Language Teaching (ELT) .......................................................... 20 Colombia’s National Bilingual Program (PNB) ........................................................... 30 Colombia’s Context of Foreign Language Teaching up to the Implementation of the PNB ......................................................................................................................... 30 A Comparison of Colombia’s Estándares and Brazil’s Parâmetros .............................. 34 The Common European Framework of Reference for Languages (CEFR) .................. 55 Colombia’s Escuela Nueva (EN) .................................................................................. 60 Synopsis ........................................................................................................................ 65 METHODS ....................................................................................................................... 67 Purpose of the Study ..................................................................................................... 67 Participants and Setting ................................................................................................. 71 Research Questions ....................................................................................................... 82 Data Collection .............................................................................................................. 83 Data Analysis ................................................................................................................ 84 Trustworthiness ............................................................................................................. 86 FINDINGS ........................................................................................................................ 90 Students’ Perceptions of Foreign Language Education ................................................ 90 Teachers’ Perceptions of Foreign Language Education ................................................ 99 Administrators’ Perceptions of Foreign Language Education .................................... 118 Teachers’ Perceptions of Foreign Language Education Policy and the Policies of the PNB ....................................................................................................................... 141 Administrators’ Perceptions of Foreign Language Education Policy and the Policies of the PNB ..................................................................................................... 181 CONCLUSIONS AND RECOMMENDATIONS ......................................................... 223 Conclusions ................................................................................................................. 223 vii Perceptions
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