Bilingual public education in Colombia: a qualitative analysis from the teachers' perspective

Abstract

The research analyzed the conditions for the development of bilingual public education in Colombia in the teaching of English at the elementary and middle school levels. It was carried out using a qualitative approach and phenomenological method, based on focus group interviews with teachers, participant observation, and content analysis. The factors that determine the development of bilingual public education and some social representations associated with it by educational actors were identified. The characteristics of a theoretical model that could contribute to the consolidation of bilingual English teaching at the primary and secondary levels were also recognized. The study shows that bilingual education in Colombia faces challenges such as discontinuous policies, insufficient teacher training, and social representations that establish limitations. It suggests the need for a comprehensive approach that better combines teacher training, methods such as CLIL, the use of technology, and institutional leadership, along with strategies that transform social beliefs about English language learning.