COLOMBIAN EDUCATION

 welcome to the COLOMBIAN EDUCATION blog, here you can find information about the implications of being bicultural and / or bilingual.

general objective

The main objective of this blog is to make known the tremendous importance of a second language in our development, how to influence other people, in order to grow intellectually the attitudes of people who are of the thinking that is taught and learned in only one way. With the advent of technology, education has a new integrating and innovative scenario that will allow them to make their comments and contributions in a totally educational, ethical and professional forum.

Bilingualism in Colombia: economy and society

English has established itself as the language predominant in a globalized market, and for

developing countries will be essential to achieve an average proficient in the domain of

second language, mainly focused on socio-economic development.

The number of bilingual students in the country has been reduced, since less than 1% reaches

the intermediate level, and in general, the level of preparation in English is low, this with the level

comparative primarily in Latin America. The government has taken initiatives to encourage

improvement of learning using different approximations. For the sample, the Program

National Bilingualism (PNB) has been used as the main tool in development

of communicative knowledge and has allowed understand context, conditions

socioeconomic keys to effective socio-cultural development. Taking into account that one of the factors that drives the higher levels seen in institutions college, is partly due to the requirements

related to the use of a foreign language, generally the student must be accredited

through international exams which qualify a level of proficient English proficiency in a world of work, for this they must be taken competitive tests such as the International English Language Testing System (IELTS) and / or the test Of English as a Foreign Language (TOEFL).

Bilingual education

We define bilingual education in the words of Andrew Cohen, emeritus professor of linguistics at the University of Minnesota: "The use of two or more languages ​​as a medium of instruction in a part of the school curriculum." Mexico, being a country rich in culture, identity groups and languages, has experienced the phenomenon of bilingualism since before the colony, however the most popular languages ​​offered by Mexican bilingual education are those belonging to abroad.

some educational benefits of bilingualism:

• It increases linguistic competence, as well as provides cognitive control advantages in non-linguistic tasks.
• Bilingual children use more brain areas.
• It allows to develop greater capacity for the storage, use and transformation of information in a more creative way.
• Better reading ability.
• It favorably affects their identity formation as well as their social relationships.
• It enhances your professional success by the opportunities that the command of another language adds.

Bicultural education

Although there is no single notion of what bicultural education means, in the words of María Jiménez and Alejandra Castro, this educational method reflects not only different theories but also historical contexts. It also emphasizes the fundamental contradictions between cultures in societies, as well as the plural identities that are progressively being constituted in the current stage of development of the countries.

A bicultural education seeks that the learning of a second language for the child occurs as naturally as that of his mother tongue and for this, both the school environment and the strip of subjects have to correspond to the aspects of that second language.

They say that there is no knowledge without context and this is how we want to conclude, with the intention of highlighting the importance that an educational method contributes to the adequate understanding of the differences between two contexts while celebrating them and incorporating them through language for their development. not just academic, but social.

Características de la Educación Bilingüe y Bicultural

       Three conclusions about bilingualism and biculturalism

• The cultural, social, political and geographical boundaries of the Indian peoples are socio-political and cultural spaces in which differentiation, identity, plurality and resistance are expressed, in front of others, the other and what is not ours. . This sets the limits and the way of being different; the specific reality, own personality and particular expression; all of them, social realities that have emerged in the complex historical process of becoming as subjects, where politics, the economy and society have given rise to the idea of ​​the people.

• The linking of two lines of thought for the definition of the educational development of the Mexican State, places us in a scenario that can generate sociocultural and linguistic exchange, create links between social subjects, express differences, solidarity, resistance and discrepancies. An environment where interculturality is the principle that fosters contact between cultures, for the negotiation of differences within the framework of the construction of communities.

• The problems of the conformation of the collective imagination in Indigenous Education in Colombia, leads to discuss the possibilities and limits of the role of education and culture under the condition of marginalization and poverty. Construct the imaginaries in differentiated societies, in contrast to the idea of ​​homogeneity expressed in the imaginary of equality.

    Add the individual videos from step 2 of each member of the group, name the videos with the         name of each author, in order to facilitate the identification of the author of the video