Continuity and change in EFL Policy: A comparative analysis of Bogota´s public education under Claudia Lopez’ and Carlos Galan’s administrations

Abstract

This study analyzes how the bilingual education policies in English as a Foreign Language proposed during the administrations of Claudia López (2020–2023) and Carlos Fernando Galán (2024–2027) focus on how the policies align in their conceptualization, strategic design, or intended impact on English learning. The research adopts a qualitative, descriptive case study approach based on documentary analysis of official educational policies, district development plans, MEN guidelines, and bilingual education reports. Through the use of comparative document analysis matrixes, the study examines key categories such as policy orientation, teacher development, curriculum support, technology integration, equity considerations, implementation strategies, and educational impact. The findings indicate that both administrations align structurally with national bilingual education frameworks and recognize English as a strategic component of educational quality and future opportunities. However, each administration frames bilingual education differently according to its political and educational priorities. While the López administration emphasizes inclusion, equity, and post-pandemic recovery, the Galán administration prioritizes modernization, innovation, and competitiveness. The study also identifies limitations regarding measurable EFL outcomes, localized implementation strategies, and evaluation mechanisms. Consequently, the research highlights the need for future bilingual education policies that respond more effectively to the contextual realities and educational inequalities present in Bogotá’s public education system.