The teacher between a rock and a hard

The teacher between a rock and a hard

• 1.
  The teacher betweena rock and a hard place: Colombian Linguistic Policy Mg. Diana Marcela Jaramillo C. Academic Sessions 2010
• 2.
  Current demands Teacher Institutional Academic Linguistic policy
• 3.
  Academic demands Research Professional development Teaching Linguistic competence
• 4.
  Academic demands onteaching Trends in methodology Degree and certification ICTcommunities Constant update
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  Academic demands onresearch Research spirit Research processes Research processes in the classroom Sharing To be an academic teacher
• 6.
  academic demand onprofessional development Theorizing Practice
• 7.
  Institutional demands Public schools Private schools Bilingual schools The same demandsin different realities Cultural transformation Communicative competence Education processes
• 8.
  National linguistic policy TheNational Bilingual Programme (2004-2019) a project which aims at ensuring that, “Colombian citizens will be able to communicate through English with internationally comparable standards. This will contribute to the insertion of the country in the processes of universal communication, the global economy and cultural openness” (M.E.N. presentation, 2006) B1 and B2 C1
• 9.
  Linguistic policy demands Communicativecompetence Linguistic competence Linguistic competence in students (ICFES, saber pro—ECAES)
• 10.
  Consequences of thelinguistic policy Bilingual societies Bicultural multicultural Bilingual schools New a kind of teacher New requirements Bilingualism Teachers Teacher education
• 11.
  Bilingual programs promote multiculturalstudents Grosjean (1993: 31), we all belong to a series of cultural networks (sub-groups and sub-cultures) even though we have had no contact with another majority or national culture, and we are all therefore necessarily “multicultural”. He defines a bicultural individual as someone who, “participates, at least in part, in the life of two (majority) cultures . . . in a regular fashion”. In addition, this individual knows how to adapt his/her behaviour and attitudes to a particular cultural environment, and can synthesise cultural characteristics from both cultures. (Mejía)
• 12.
  Teacher in abilingual school in Cali “As I advanced in my investigations, I discovered that even the textbooks for Social Science, which were imported from the United Kingdom, presented a terrible vision of our country. They tended to emphasize through pictures and commentary, poverty, technological backwardness and violence. This vision was in line with (accelerated) developmental paradigms which undermine the educational attempts to consolidate the students` self esteem through the construction of a solid identity in relation to their own reality.”
• 13.
  Is there anyhope? New Englishes Autonomous teachers Reflective teaching theorizing
• 14.
  New Englishes Graddol (2006:14), for his part, refers to the increasing “irrelevance of native speakers . . . (and) native speaker norms” in his review of the development of English as a global language. The rise of `New Englishes´ (local varieties of English arising from the contact with vernacular languages) in many post colonial contexts in different parts of the world, added to the fact that increasingly fewer interactions involve native speakers of English, has contributed to the recognition of the non-native speaker who is a “fluent bilingual speaker, who retains a national identity in terms of accent, and who also has the special skills required to negotiate understanding with another non-native speaker” (Graddol, 2006: 87).