Bridging Language Policy and Pedagogical Practice: Fostering Communicative Competence and Critical Thinking in Bilingual Education

 The Ministry of National Education of Colombia (2006) established that students in fourth and fifth grades should achieve a communicative competence equivalent to level A2 of the Common European Framework of Reference for Languages (CEFR). This goal, reinforced during the sixth and seventh grades, reflects an ambitious effort to strengthen English language proficiency nationwide. However, as the case of Institución Educativa Distrital (IED) del Barrio Simón Bolívar reveals, achieving this standard is a complex endeavor. Cultural, economic, ethical, and social realities—along with the limited two-hour weekly exposure to English instruction—pose significant barriers to reaching the expected proficiency levels.

In truth, these contextual factors highlight the need for a more context-sensitive interpretation of bilingual policy, one that aligns systemic expectations with the real pedagogical conditions of public education in Barranquilla. This reflection led the institution’s teachers and bilingual mentors to collaboratively redefine language learning outcomes and communicative competence goals across all grades, as shown in Table 1.

Table 1. Foreign Language Proficiency and Communicative Competence Levels at IED del Barrio Simón Bolívar (2023–2030)

Grade Level	2023–2025	2026–2030
Transition – 1st grade	Pre-A1.1	Pre-A1
2nd – 3rd grades	Pre-A1.2	A1.1
4th – 5th grades	A1.1	A1.2
6th – 7th grades	A1.2	A2.1
8th – 9th grades	A2.1	A2.2
10th – 11th grades	A2.2	B1

A Localized Response to Global Bilingual Goals

This curricular revision demonstrates Barranquilla’s strong institutional commitment to bilingual education. It reflects the city’s vision for 2030—a vision that understands English not merely as an academic subject but as a means of participation in global citizenship and economic competitiveness. The local adaptation at IED del Barrio Simón Bolívar responds to the reality that language development must be gradual, meaningful, and rooted in authentic communication.

As Richards and Rodgers (1986) emphasized, communicative language teaching rests on four central principles:

1. Language is a system for expressing meaning.
2. Its primary function is interaction and communication.
3. Language structure reflects its functional use.
4. The key units of language are communicative meanings, not just grammar.

These principles remind teachers that learning a language is not about memorizing structures but using words to express identity, purpose, and connection. When students select what to say and how to say it, they are actively hypothesizing about language and validating these ideas in real communicative contexts. In essence, they learn through meaningful use—a process that mirrors how humans naturally acquire language.

Pedagogical Rationale: From Knowledge to Critical Consciousness

Within this redefined framework, the study focuses on fifth-grade learners, exploring how critical thinking can be fostered through theme-based English instruction. The question guiding this research is: How can critical thinking be fostered in a group of fifth graders through theme-based English lessons?

Critical thinking, as defined by Ennis (2001), involves evaluating the quality of information, identifying assumptions, and differentiating between fact and opinion. It empowers students to analyse, question, and make informed decisions, which aligns with the broader goals of bilingual education: preparing learners to engage responsibly and thoughtfully in a multilingual world.

Through systematic information processing, students develop the capacity to interpret, assess, and reconstruct meaning. When they examine diverse perspectives or cultural narratives in English, they are not only learning a foreign language but also learning to think—critically, empathetically, and reflectively.

Applied Pedagogical Implications

Theme-based instruction serves as the methodological bridge between linguistic competence and cognitive growth. By organizing English lessons around meaningful themes—such as community, identity, or environmental responsibility—students practice language in authentic communicative scenarios that mirror their real-world experiences.

In addition, integrating sociocultural contexts into classroom practice transforms language learning into a process of cultural negotiation. Students connect linguistic forms with their social realities, which not only enhances comprehension but also fosters empathy, autonomy, and collaborative problem-solving. As Vygotsky (1978) suggested, learning is inherently social; it emerges from the interaction between thought, language, and community.

This pedagogical approach recognizes that English is not an isolated subject but a gateway to global participation. By nurturing critical thinking alongside communicative competence, teachers help students construct meaning, articulate viewpoints, and assume agency over their learning process.

Research Significance and Educational Impact

The truth is that the cultural, political, and social constraints of the public education system cannot be ignored. Yet, this research affirms that even within such limitations, transformative learning is possible when theory meets classroom practice.

The project at IED del Barrio Simón Bolívar seeks to close the gap between the official expectations of the Ministry of Education and the real capacities of public-school contexts. Its contribution is twofold:

1. It validates a locally grounded model for aligning bilingual policies with institutional realities.
2. It empowers teachers and students to reimagine language learning as a participatory, human-centred process.

Ultimately, this study supports Barranquilla’s public bilingualism policy by cultivating 21st-century citizenship skills—critical thinking, communication, and intercultural understanding—that are essential for both individual empowerment and societal progress (Ministry of National Education, 2006; Ennis, 2001; Richards & Rodgers, 1986).

Conclusion

In conclusion, the research underscores that equitable bilingual education is not merely a policy goal—it is a moral and pedagogical commitment. By integrating theme-based instruction and critical thinking into English language learning, public schools like IED del Barrio Simón Bolívar are laying the groundwork for a more inclusive and competitive educational system.

In doing so, they not only reduce disparities between public and private institutions but also nurture students who think, feel, and act as global citizens. And it is that—through language—learners discover their voice, expand their worldview, and build bridges between knowledge, culture, and humanity.

References

Ennis, R. H. (2001). Critical thinking: Reflection and perspective. The Journal of Educational Research, 35(3), 21–40.

Ministry of National Education. (2006). Standards of competence in foreign language: English. Bogotá: MEN.

Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.