Foreign Language Education Policy and Pedagogical Implications in Colombia: Building Communicative Competence from the Classroom

 Since the 1990s, Colombia has experienced profound social and educational transformations, particularly in how it conceives and implements foreign language education. The truth is that these legal and pedagogical advances have not only sought to align the national education system with global standards but also to empower Colombian learners to participate confidently and meaningfully in an increasingly interconnected world. In other words, language learning has come to represent more than a curricular goal—it has become a bridge toward global citizenship, intercultural understanding, and social mobility (MEN, 2006; Usma, 2009).

1. The Legal Foundations of Foreign Language Education in Colombia

The evolution of English language teaching in Colombia is deeply rooted in the country’s legal framework. Law 115 of 1994, for instance, explicitly states that one of the key objectives of elementary education is for students to “acquire conversational and reading proficiency in at least one foreign language” (Article 21, m). This early emphasis positions language learning as a fundamental component of holistic human development rather than a luxury skill.

A few years later, Resolution 2343 of 1996 expanded this vision by defining specific curricular achievements for fifth-grade students. Among these, learners are expected to recognize idiomatic expressions from various languages, interpret meaning in short texts, and engage in simple communicative exchanges that reflect real-life situations. The resolution emphasizes that language is not a static set of rules but a living system through which children express identity, curiosity, and creativity.

In practice, this means teachers are encouraged to design classroom experiences that connect English learning with students’ daily realities—simple dialogues about family life, storytelling about local traditions, or even short presentations about favorite activities. The goal is to make language use authentic and emotionally engaging, helping learners see English as a tool for connection rather than obligation (Richards, 2015).

2. Building Communicative Competence: Standards and Subskills

The Basic Standards of Competence in Foreign Languages: English (MEN, 2006) offer concrete descriptors of what Colombian fifth graders should be able to do with the language. These standards frame English not merely as a school subject, but as a means of communication within and beyond the classroom. For example, by the end of fifth grade, students should be able to understand short, illustrated texts, participate in brief conversations using predictable patterns, and speak about themselves and their routines using simple, connected sentences.

Of course, challenges remain. At this stage, learners may still rely on memorized phrases or struggle with unfamiliar topics, but this is a natural part of the language acquisition process. What matters most is the gradual expansion of confidence, intelligibility, and fluency—what Canale and Swain (1980) would call communicative competence. In addition, teachers must foster a supportive classroom environment where errors are seen as steps toward mastery, not signs of failure.

3. Developing Subskills for Real Communication

To make these standards actionable, the Ministry of National Education (MEN) identifies a series of communicative subskills that guide teachers in planning instruction. These subskills—linguistic, pragmatic, and sociolinguistic—together form the foundation of meaningful communication.

For example, fifth-grade students are expected to:

• Listen actively, following teachers and peers during games and collaborative tasks (pragmatic and sociolinguistic competences: listening).
• Recognize familiar words and ideas in short, descriptive texts (linguistic and pragmatic competences: listening).
• Use English intentionally, seeking opportunities to apply what they know in classroom exchanges (sociolinguistic competence: speaking).
• Request clarification politely when they don’t understand something (pragmatic competence).
• Engage in simple conversations, describing experiences or recounting past events (linguistic and pragmatic competences: speaking).
• Read authentic texts, such as short passages about cultural events like birthdays or Christmas (linguistic and sociolinguistic competences: reading).
• Write simple sentences and check spelling, using familiar grammatical structures (linguistic and pragmatic competences: writing).

In other words, teachers are called to move beyond rote grammar instruction toward creating communicative ecosystems—spaces where English is lived, not just learned. Simple classroom strategies like using visuals, dramatizations, or bilingual comparisons can make a profound difference in how students perceive and retain language (Lightbown & Spada, 2013).

4. Implications for Bilingual Educators

For bilingual educators, these policies and standards are not bureaucratic checklists; they are opportunities to translate policy into practice. Teachers can integrate cultural exploration, storytelling, and experiential learning into their lessons to promote not only linguistic skills but also empathy, confidence, and intercultural competence.

The truth is that when English becomes a bridge to understanding other ways of life—rather than a barrier—students begin to see themselves as capable participants in the world. Bilingual education, therefore, is not merely about producing speakers of English; it is about nurturing thinkers and communicators who can navigate and contribute to a multilingual, multicultural society.

References

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.

Ministerio de Educación Nacional (MEN). (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Bogotá, Colombia: MEN.

Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.

Usma, J. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile Issues in Teachers' Professional Development, 11(1), 123–142.