Education for bilingualism in international languages in a monolingual socio-linguistic context

Abstract

In Colombia, both national policies and individual school policies concerning bilingual education in international languages2 have been poorly supported on the existing knowledge on bilingualism and first language acquisition. This article looks critically at the type of knowledge that should assist decision makers when designing proposals aimed at developing foreign language communicative skills in the school setting and for the vast majority of the Colombian population, to an extent students can be considered fully bilingual.