The influence of emotional and socioeconomic factors on bilingual learning environments in Medellín’s public school.

Abstract

The implementation of bilingual education in Colombia has been shaped by national policies such as the National Bilingualism Program (PNB), which seeks to position English as a key tool for economic development and global integration (MEN, 2006). However, significant disparities persist between private and public educational institutions, particularly in socioeconomically vulnerable contexts where limited resources, overcrowded classrooms, and insufficient teacher training affect language learning processes (Usma Wilches, 2009; Roldán, 2016).Beyond structural conditions, socioemotional factors play a key role in shaping students’ engagement with English learning. This study adopts a qualitative case study approach to examine how emotional and socioeconomic factors influence bilingual learning environments in two public schools in Medellín. Data were collected through student questionnaires and teacher focus groups, allowing for the triangulation of perspectives. Findings indicate that language anxiety, low perceived relevance of English, and limited access to educational resources significantly affect students’ motivation and participation. These factors interact with classroom practices and teacher–student relationships, reinforcing inequalities in learning opportunities. The study highlights the need for context-sensitive pedagogical strategies that integrate socioemotional support and equitable access to resources, contributing to more inclusive and responsive bilingual learning environments in public education.