The Colombian policy on foreign language education called 'bilingualism' has been a failure for the most part, essentially because it was designed by different transitory governmental bureaucrats and technocrats in office in the 90's.
I´ve been curious about the possibility of working at regional level towards a contextualization of foreing language education (English, essentially) its real motivation, interests, needs, goals and outcomes in order to design parameters for a relevant policty and its relation to curricular structure and contents.
Jorge E. Benavides B.
I suppose so, in the sense that research done globally, despite dealing with foreign language education, would be beneficial. The findings of such a research may open up the global mind(s) with respect to how a foreign language is or should be dealt with in a particular country. Thus, in designing local policies (on foreign language use), it is important that findings of globally conducted researches on foreign language education be considered--as a point of departure for the success of foreign language teaching in that particular country of interest.
Dear Jorge,
As Kumuravadivilu (2006a ) states , global English, Globish, is often suggested as a language of globality, but deep down, it is also a language of coloniality. The underlying cultural assimilative tendencies defined by the western culture tend to outshine the local values and visions that are supportive of linguistic and cultural heritage of the local context. Such new perspectivization has influenced the design of the curricula in particular situations so much so the applied linguists and professional bodies tend to sanitize Globish from its sociocultual, sociopolitical intentions. As a case in point, in Iran, professional organizations like SAMT have been set up to develop English content and structure of the curriculum in light of sociocultural, sociopolitical interests of the local people. It seems that resorting to glocalization is pedagogically more meaningful than globalization since the hermeneutic philosophy of education stipulates that understanding of particular situations can help promote the improvement of the curricula in the local contexts within the values and visions embedded in the particular sociocultural mileu .
Best regards,
R. Biria
I think your question is very relevant to the global issue of thousands of natives having to flee their own countries due to persecution of whatever kind and be refugees in other countries that would take them. The latter may mean that many refugees now have to learn English if it's not their first language and they are in an English-speaking country. As such, research can influence policy issue in this context. Thanks for asking the question.
Best regards,
Debra
The global research can be informative as setting educational policies needs at least 3 types of knowledge:
1. The status quo
2. The practices of other countries or global studies
3. Facilities, culture etc of your context
Banking on them you should embark on designing educational policies that work more efficiently in your context
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