Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain

Este estudio ofrece perspectivas sobre los sistemas de educación bilingüe de Colombia y España, examinando sus diferencias y metodologías considerando factores políticos, institucionales y socioculturales. Realizado a través de una revisión exhaustiva de la literatura, el estudio analiza documentos...

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Autores:: Meza Valencia, Lesly Daniela

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2025

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
dc.title.translated.none.fl_str_mv	Explorando las diferencias entre los sistemas educativos bilingües: un estudio transcontinental de Colombia y España
title	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
spellingShingle	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain Educación bilingüe AICLE EFL Colombia España Factores institucionales Factores socioculturales Políticas lingüísticas 370.1175 Bilingual education CLIL EFL Colombia Spain Language policies Institutional factors Sociocultural factors
title_short	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
title_full	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
title_fullStr	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
title_full_unstemmed	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
title_sort	Exploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and Spain
dc.creator.fl_str_mv	Meza Valencia, Lesly Daniela
dc.contributor.advisor.none.fl_str_mv	Cajamarca Blanco, Suseih Monroy Hernandez, Fuensanta
dc.contributor.author.none.fl_str_mv	Meza Valencia, Lesly Daniela
dc.subject.none.fl_str_mv	Educación bilingüe AICLE EFL Colombia España Factores institucionales Factores socioculturales Políticas lingüísticas
topic	Educación bilingüe AICLE EFL Colombia España Factores institucionales Factores socioculturales Políticas lingüísticas 370.1175 Bilingual education CLIL EFL Colombia Spain Language policies Institutional factors Sociocultural factors
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Bilingual education CLIL EFL Colombia Spain Language policies Institutional factors Sociocultural factors
description	Este estudio ofrece perspectivas sobre los sistemas de educación bilingüe de Colombia y España, examinando sus diferencias y metodologías considerando factores políticos, institucionales y socioculturales. Realizado a través de una revisión exhaustiva de la literatura, el estudio analiza documentos académicos y legales para elucidar las influencias que dan forma a la toma de decisiones en la educación bilingüe. Además, los hallazgos revelan diferencias en las políticas lingüísticas, niveles de competencia y desafíos docentes entre ambos países. Por ejemplo, Colombia enfrenta problemas con la consistencia de su programa bilingüe y la competencia de sus docentes, mientras que España adopta el enfoque CLIL, pero enfrenta dificultades con sus procedimientos e implementación en el aula. Finalmente, el estudio concluye con recomendaciones para mejorar el sistema de educación bilingüe en ambos países, incluyendo el desarrollo de un programa bilingüe en Colombia que considere la historia y cultura del país, y la mejora de los programas de formación docente en España para mejorar la calidad de la educación bilingüe. Este trabajo se desarrolló en el marco del convenio de doble titulación entre la Universidad El Bosque (Colombia) y la Universidad de Murcia (España). Parte del proceso de investigación y redacción se realizó en Colombia y la etapa final se completó en España.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-10-30T16:08:36Z
dc.date.issued.none.fl_str_mv	2025-10
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.language.iso.fl_str_mv	eng
language	eng
dc.relation.references.none.fl_str_mv	Baker, C. (2011). Foundations of bilingual education and bilingualism. Bristol, UK ; Tonawanda, NY: Multilingual Matters. Benavides, J. E. (2021). Level of English in Colombian Higher Education: A Decade of Stagnation. Profile: Issues in Teachers’ Professional Development, 23(1), 57–73. https://doi.org/10.15446/profile.v23n1.83135 Betancourt, B. L. C., & de Sarmiento, M. O. (2024). Colombia Towards Bilingualism Policies, Achievements, Failures, and Challenges. Kurdish Studies, 12(2), 1277–1294. https://kurdishstudies.net/menu-script/index.php/KS/article/view/1985 Bettney, E. (2022). “Speak English – Don’t Be Lazy!”: Exploring Decolonial Approaches to Multilingual Education Through a Case Study of an International School in Colombia (Order No. 29208578). Available from ProQuest One Academic. (2665551004). https://login.ezproxy.unbosque.edu.co/login?url=https://www.proquest.com/dissertation s-theses/speak-english-don-t-be-lazy-exploring-decolonial/docview/2665551004/se-2 Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia's language education policy. PROFILE Issues in Teachers' Professional Development, 18(1), 185-201. http://dx.doi.org/10.15446/profile.v18n1.51996 Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language. Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. Intercultural language use and language learning, 41-57. https://doi.org/10.1007/978-1-4020-5639-0 Chlopek, Z. (2008). The Intercultural Approach to EFL Teaching and Learning. In English teaching forum (Vol. 46, No. 4, p. 10). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. Cochran-Smith, M. (2003). Teaching quality matters. Journal of Teacher Education, 54(2), 95+. https://link.gale.com/apps/doc/A98828655/AONE?u=anon~4414d794&sid=googleScho lar&xid=326f3d0f Contreras, A. D. P. (2022). The student's socio-cultural environment: A determining factor in didactics for learning a foreign language in basic education in Colombia. Correa, D., & González Moncada, A. M. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. http://dx.doi.org/10.14507/epaa.24.2459 Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0 Dalton-Puffer, C. (2011). In Y. Ruiz, J. M. Sierra, & F. Gallardo (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Decree 47 of 2017 [Junta de Castilla-La Mancha]. Regulating the comprehensive plan for teaching foreign languages in the autonomous community of Castilla-La Mancha for non-university educational stages. July 31, 2017. Estevez, K. D. (2011). Preparing our nation's youth for success in the 21st century: A case study on the implementation of globalization in educational practices and curriculum (Order No. 3465987). Available from ProQuest One Academic. (884311257). http://ezproxy.unbosque.edu.co:2048/login?url=https://www.proquest.com/dissertations- theses/preparing-our-nations-youth-success-21-sup-st/docview/884311257/se-2 García, O. (2011). Bilingual education in the 21st century: A global perspective. John Wiley & Sons. García Aretio, L. (1991). An integrative concept of distance education. García Bermejo, M. (2021). Foreign language education in Spain: A historical view. European Journal of Applied Linguistics, 9(1), 115-135. https://doi.org/10.1515/eujal-2020-0021 Gómez Sará, M. M. (2017). Review and analysis of the Colombian foreign language bilingualism policies and plans. How, 24(1), 139-156. http://dx.doi.org/10.19183/how.24.1.343 Government of Andalusia. Order of August 1, 2016, amending the Order of June 28, 2011, regulating bilingual education in schools of Andalusia. Official Bulletin of the Government of Andalusia. August 1, 2016. Government of Madrid. Order 5958/2010 of December 7 from the Ministry of Education, regulating bilingual public schools in the Community of Madrid. December 7, 2010. Griva, E., & Deligianni, A. (2017). CLIL implementation in foreign language contexts: Exploring challenges and perspectives-Part II. Research Papers in Language Teaching and Learning, 8(2), 63-73. Hirst, P. H. (1971). What is teaching?. Journal of Curriculum Studies, 3(1), 5-18. https://doi.org/10.1080/0022027710030102 Javela, M. M., & Sánchez-Santamaría, J. (2023). Possibilities and challenges in public policy for educational equity in Colombia from the Agenda 2030.«Todos Aprender» program. Foro de Educación, 21(1), 25-47. Jenkins, J. (2003). World Englishes: A resource book for students. Psychology Press. Kaplan, L. S., & Owings, W. A. (2002). Teacher quality, teaching quality, and school improvement. Phi Delta Kappa International. Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26. Lasagabaster, D., & de Zarobe, Y. R. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing. López-Hernández, A. (2021). Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain). International Journal of Learning, Teaching and Educational Research, 20(3), 132-150. http://dx.doi.org/10.1080/02619760601120007 Martínez Agudo, J. de D. (2020). The impact of CLIL on English language competence in a monolingual context: a longitudinal perspective. The Language Learning Journal, 48(1), 36–47. https://doi.org/10.1080/09571736.2019.1610030 Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226. https://login.ezproxy.unbosque.edu.co/login?url=https://www.proquest.com/scholarly-jo urnals/rote-versus-meaningful-learning/docview/218826431/se-2 Mayo, M. D. P. G., & Ibarrola, A. L. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40-54. https://doi.org/10.1016/j.system.2014.12.001 McClintic, G. H. (2022). Attention to Diversity in a Spanish CLIL Classroom: Teachers' Perceptions. Journal of Language Teaching and Research, 13(5), 897-907. https://doi.org/10.17507/jltr.1305.01 Mejía, A. M. (2016). Language education and multilingualism in Colombia: crossing the divide. Language and Education, 31(3), 249–262. https://doi.org/10.1080/09500782.2016.1261897 Ministry of National Education. (2006). Basic standards of competencies in foreign languages: English, the challenge. Miranda, N., Bonilla-Medina, S. X., Usma Wilches, J. A., Encarnación, C., Silva-Londoño, E., & Martínez Bula, L. (2024). Multilingual Policies and Practices in Higher Education: A Nation-Wide Exploration in Colombia. Íkala, Revista De Lenguaje Y Cultura, 29(3), e2357019. https://doi.org/10.17533/udea.ikala.357019 Mora, R.A., Chiquito, T., Zapata, J.D. (2019). Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority Inclusion. In: Johannessen, B. (eds) Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society . Springer, Cham. Muñoz Lahoz, C., & Navés, T. (2009). CLIL in Spain. http://hdl.handle.net/2445/9142 Ocampo Cruz, G. J., Olaya Beltrán, K. A., & Wandurraga Guarin, S. V. (2017). Colombia "Bilingual": A Goal Set but Not Achieved. https://ciencia.lasalle.edu.co/lic_lenguas/223 Ortega Martín, J. L., Hughes, S. P., & Madrid, D. (2018). Influence of school educational policy on bilingual education in Spain. Madrid: Ministry of Education, Culture and Sport, General Subdirectorate of Documentation and Publications; British Council Foundation. Palacios-Hidalgo, F. J. (2020). Bilingual education in Spain: Achievements, challenges and criticism. Educación de las segundas lenguas, 39-48. https://www.researchgate.net/publication/342707658_Bilingual_education_in_Spain_Ach ievements_challenges_and_criticism Pandey, M., & Pandey, P. (2014). Better English for better employment opportunities. International journal of multidisciplinary approach and studies, 1(4), 93-100. Pérez Agustín, M. (2019). Meeting CLIL teachers’ training and professional development needs. Rao, P. S. (2019). Enhancing Effective Oral Communication Skills Among The EFL/ESL Learners. Alford Council Of International English & Literature Journal, 2, 62-74. Renau Renau, M. L., & Mas Martí, S. (2019). A CLIL approach: Evolution and current situation in Europe and in Spain. http://dx.doi.org/10.21275/ART2020350 Resolution of February 23, 2015, amending the list of certificates accrediting foreign language proficiency for teachers of secondary education, vocational education, and primary education in the Autonomous Community of Cantabria. Official Bulletin of Cantabria, 43, 6113–6114. Santander, March 4, 2014. Resolution of October 24, 2016, from the General Directorate of Human Resources of the Ministry of Education, announcing, for the 2016/2017 academic year, the accreditation of foreign language proficiency for tenured, trainee, and interim teachers of primary education, secondary education, and vocational education in Castilla y León. Official Bulletin of Castilla y León, 212, 49468–49478. Valladolid, November 3, 2016. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press. Rickheit, G., Strohner, H., & Vorwerg, C. (2008). The concept of communicative competence. Roshid, M. M., & Chowdhury, R. (2013). English language proficiency and employment: A case study of Bangladeshi graduates in Australian employment market. Online Submission, 3(1), 68-81. Rubio Cuenca, F. (2012). Communication as a teaching/learning strategy in bilingual education. Seraj, P. M. I., & Habil, H. (2021). A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills. Journal of Language & Education Volume, 7(1). https://doi.org/10.17323/jle.2021.10737 Spain. Organic Law 2/2006 of May 3 on Education. Boletín Oficial del Estado, 106(4), 5. May 3, 2006. https://www.boe.es/buscar/doc.php?id=BOE-A-2006-7892 Spain. Organic Law 3/2020 of December 29 amending Organic Law 2/2006 of May 3 on Education. Boletín Oficial del Estado, 340, 116337–116357. December 29, 2020. https://www.boe.es/buscar/doc.php?id=BOE-A-2020-17321 Spain. Organic Law 8/2013 of December 9 on the Improvement of Educational Quality. Boletín Oficial del Estado, 330, 117582–117612. December 9, 2013. https://www.boe.es/buscar/doc.php?id=BOE-A-2013-12886 Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence‐informed management knowledge by means of systematic review. British journal of management, 14(3), 207-222. https://doi.org/10.1111/1467-8551.00375 Usma, J. (2015). From Transnational Language Policy Transfer to Local Appropriation: The Case of the National Bilingual Program in Medellín, Colombia (Order No. 10186109). Available from ProQuest One Academic. (1916477885). https://login.ezproxy.unbosque.edu.co/login?url=https://www.proquest.com/dissertations- theses/transnational-language-policy-transfer-local/docview/1916477885/se-2
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spelling	Cajamarca Blanco, SuseihMonroy Hernandez, FuensantaMeza Valencia, Lesly Daniela2025-10-30T16:08:36Z2025-10https://hdl.handle.net/20.500.12495/18023instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste estudio ofrece perspectivas sobre los sistemas de educación bilingüe de Colombia y España, examinando sus diferencias y metodologías considerando factores políticos, institucionales y socioculturales. Realizado a través de una revisión exhaustiva de la literatura, el estudio analiza documentos académicos y legales para elucidar las influencias que dan forma a la toma de decisiones en la educación bilingüe. Además, los hallazgos revelan diferencias en las políticas lingüísticas, niveles de competencia y desafíos docentes entre ambos países. Por ejemplo, Colombia enfrenta problemas con la consistencia de su programa bilingüe y la competencia de sus docentes, mientras que España adopta el enfoque CLIL, pero enfrenta dificultades con sus procedimientos e implementación en el aula. Finalmente, el estudio concluye con recomendaciones para mejorar el sistema de educación bilingüe en ambos países, incluyendo el desarrollo de un programa bilingüe en Colombia que considere la historia y cultura del país, y la mejora de los programas de formación docente en España para mejorar la calidad de la educación bilingüe. Este trabajo se desarrolló en el marco del convenio de doble titulación entre la Universidad El Bosque (Colombia) y la Universidad de Murcia (España). Parte del proceso de investigación y redacción se realizó en Colombia y la etapa final se completó en España.Universidad El BosqueUniversidad de MurciaPregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis study provides insights into the bilingual education systems of Colombia and Spain, examining their disparities and methodologies while considering political, institutional, and sociocultural factors. Conducted through a comprehensive literature review, the study analyzes academic papers and legal documents to elucidate the influences shaping the decision-making in bilingual education. Additionally, findings reveal differences in language policies, proficiency levels, and teacher challenges between the two countries. For instance, Colombia faces issues with its bilingual program consistency and teacher proficiency, while Spain embraces the CLIL approach but struggles with its procedures and implementation in the classroom. Finally, the study concludes with recommendations to enhance the bilingual education system in both countries, including the development of a bilingual program in Colombia that considers the country's history and culture and the enhancement of teacher training programs in Spain to improve the quality of bilingual education. This thesis was developed within the framework of a double degree agreement between El Bosque University (Colombia) and the University of Murcia (Spain). Part of the research and writing process was conducted in Colombia, and the final phase was completed in Spain.application/pdfAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Educación bilingüeAICLEEFLColombiaEspañaFactores institucionalesFactores socioculturalesPolíticas lingüísticas370.1175Bilingual educationCLILEFLColombiaSpainLanguage policiesInstitutional factorsSociocultural factorsExploring Bilingual Educational System Differences: A Cross-Continental Study of Colombia and SpainExplorando las diferencias entre los sistemas educativos bilingües: un estudio transcontinental de Colombia y EspañaLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaBaker, C. (2011). Foundations of bilingual education and bilingualism. Bristol, UK ; Tonawanda, NY: Multilingual Matters.Benavides, J. E. (2021). Level of English in Colombian Higher Education: A Decade of Stagnation. Profile: Issues in Teachers’ Professional Development, 23(1), 57–73. https://doi.org/10.15446/profile.v23n1.83135Betancourt, B. L. C., & de Sarmiento, M. O. (2024). Colombia Towards Bilingualism Policies, Achievements, Failures, and Challenges. Kurdish Studies, 12(2), 1277–1294. https://kurdishstudies.net/menu-script/index.php/KS/article/view/1985Bettney, E. (2022). “Speak English – Don’t Be Lazy!”: Exploring Decolonial Approaches to Multilingual Education Through a Case Study of an International School in Colombia (Order No. 29208578). Available from ProQuest One Academic. (2665551004). https://login.ezproxy.unbosque.edu.co/login?url=https://www.proquest.com/dissertation s-theses/speak-english-don-t-be-lazy-exploring-decolonial/docview/2665551004/se-2Bonilla Carvajal, C. A., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia's language education policy. PROFILE Issues in Teachers' Professional Development, 18(1), 185-201. http://dx.doi.org/10.15446/profile.v18n1.51996Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language.Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. Intercultural language use and language learning, 41-57. https://doi.org/10.1007/978-1-4020-5639-0Chlopek, Z. (2008). The Intercultural Approach to EFL Teaching and Learning. In English teaching forum (Vol. 46, No. 4, p. 10). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.Cochran-Smith, M. (2003). Teaching quality matters. Journal of Teacher Education, 54(2), 95+. https://link.gale.com/apps/doc/A98828655/AONE?u=anon~4414d794&sid=googleScho lar&xid=326f3d0fContreras, A. D. P. (2022). The student's socio-cultural environment: A determining factor in didactics for learning a foreign language in basic education in Colombia.Correa, D., & González Moncada, A. M. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. http://dx.doi.org/10.14507/epaa.24.2459Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0Dalton-Puffer, C. (2011). In Y. Ruiz, J. M. Sierra, & F. Gallardo (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in EuropeanDecree 47 of 2017 [Junta de Castilla-La Mancha]. Regulating the comprehensive plan for teaching foreign languages in the autonomous community of Castilla-La Mancha for non-university educational stages. July 31, 2017.Estevez, K. D. (2011). Preparing our nation's youth for success in the 21st century: A case study on the implementation of globalization in educational practices and curriculum (Order No. 3465987). Available from ProQuest One Academic. (884311257). http://ezproxy.unbosque.edu.co:2048/login?url=https://www.proquest.com/dissertations- theses/preparing-our-nations-youth-success-21-sup-st/docview/884311257/se-2García, O. (2011). Bilingual education in the 21st century: A global perspective. John Wiley & Sons.García Aretio, L. (1991). An integrative concept of distance education.García Bermejo, M. (2021). Foreign language education in Spain: A historical view. European Journal of Applied Linguistics, 9(1), 115-135. https://doi.org/10.1515/eujal-2020-0021Gómez Sará, M. M. (2017). Review and analysis of the Colombian foreign language bilingualism policies and plans. How, 24(1), 139-156. http://dx.doi.org/10.19183/how.24.1.343Government of Andalusia. 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