Brechas entre la política educativa nacional para la enseñanza y el aprendizaje de lenguas extranjeras en la educación inicial y la realidad educativa en dos instituciones de educación básica

Abstract

The educational policies of bilingualism in Colombia were the field of research for this paper, due to the interest in understanding the effect it has had on the design and implementation of curricula in the institutions; Understanding that it has been from praxis and pedagogical work where teachers in charge of providing care in early education, know how these policies have been implemented, so an analysis of the gaps that arose from the establishment of the standard along with the experience of teachers from two educational institutions; both public and 'private, in this way it was possible to distinguish the tensions between what has been projected from the policy and the reality in school practices.

This study was carried out using two data collection instruments, the interviews and the documentary matrix. Through the process of analyzing the results, it is suggested an improved attention that guarantees the total coverage of all levels of early education, within an equitable bilingualism policy, The results of the analysis process suggest an improved attention that guarantees the total coverage of all levels of early education, within an equitable, better adapted and contextualized bilingualism policy, providing the resources demanded by the institutions to strengthen the quality processes, together with the teacher training that facilitates the appropriation and adequate application of the bilingualism projects and guidelines, which could respond to the limitations presented by the national bilingualism plan.