Defining Pedagogical Management Actions for strengthening the Bilingualism Area Curriculum in a Higher Education Institution in Bogotá

Abstract

This descriptive case study examines the specific features of an English as a Foreign Language (EFL) program within a hybrid education model at a Colombian higher education institution. It aims to identify how pedagogical management can better align bilingualism program goals with students’ language proficiency needs, contributing to the achievement of the proficiency levels mandated by Colombia’s bilingualism policy. Using a qualitative approach and Thematic Analysis, data was collected through surveys, interviews, and class observations. Findings suggest the need for a curriculum that aligns with students' academic and professional realities, increased instructional time, and enhanced integration of technology, such as the Altissia platform, to complement traditional learning methods. The study also stresses the importance of prioritizing communicative skills, particularly listening and speaking, and providing effective feedback in hybrid classrooms. Based on these findings, the study recommends adapting curricula, training educators, and using technology effectively to improve bilingual education. This research offers valuable insights for strengthening bilingualism programs and serves as a model for other institutions seeking to improve hybrid language education, emphasizing the importance of curriculum relevance, instructional time, appropriate use of technology, and effective pedagogical practices.