Evaluación de la implementación de las políticas de bilingüismo en las prácticas pedagógicas de los docentes de Básica Primaria en el Colegio Cristiano Integral de Funza

Abstract

This project falls within the field of educational management, and in this sense, it takes as a reference the experience of the Colegio Cristiano Integral de Funza to determine the degree of implementation of its institutional bilingualism policy and the impact of this on the teaching practices of primary school teachers. The aim is to establish progress, strengths, weaknesses, and challenges surrounding its goal of offering an immersive experience with a second language. The methodological design opts for a qualitative approach with semi-structured interviews and observation processes, focused on gathering testimonies, beliefs, and perceptions from the teachers consulted. The results show that the policy designed by the school is clear, offering resources and willingness to build towards the goal of becoming a fully bilingual institution. However, teachers' appropriation of the policy tends to be varied and volatile, reflecting gaps in its application. Progress shows the normalized use of basic commands and essential vocabulary adapted to each subject, although with little proactivity in methodology, as well as a general weakness in assessment protocols to measure the progress of students and teachers themselves. Likewise, the constant rotation of teachers and the lack of permanent training and support processes hinder the consolidation of a pedagogical culture that reinforces consistency with the policy. As a result, an improvement plan is proposed that focuses on strengthening training, support, assessment standardization, and the creation of spaces for reflection and teacher collaboration, seeking to move toward a more coherent and sustainable implementation that is oriented toward the institutional goal of becoming a school certified as bilingual by the Ministry of Education by 2035.