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dc.contributor.authorOrdóñez, Claudia Luciaspa
dc.date.accessioned2011-10-18T15:43:38Z
dc.date.available2011-10-18T15:43:38Z
dc.date.issued2011-10-18
dc.identifier.issn0120-3479spa
dc.identifier.urihttp://hdl.handle.net/10893/2805
dc.description.abstractIn 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.spa
dc.language.isoenspa
dc.subjectEducation for bilingualismspa
dc.subjectBilingualism in a monolingual contextspa
dc.subjectBilingualism in international languagesspa
dc.subjectBilingualism in Colombiaspa
dc.titleEducation for bilingualism in international languages in a monolingual socio-linguistic contextspa
dc.typeArtículo de revistaspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa


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