<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792019000300648</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v47i3.6906</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación bilingüe (español-inglés) en tres instituciones educativas públicas del Quindío, Colombia: estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Bilingual education (Spanish-English) in three public educational institutions of Quindío, Colombia: Case study]]></article-title>
<article-title xml:lang="fr"><![CDATA[Enseignement bilingue (espagnol-anglais) dans trois établissements éducatifs publics au Quindío, Colombie : Étude de cas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galindo]]></surname>
<given-names><![CDATA[Angelmiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[Lina María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Quindío  ]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Quindío  ]]></institution>
<addr-line><![CDATA[Armenia ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>47</volume>
<numero>2</numero>
<fpage>648</fpage>
<lpage>684</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792019000300648&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792019000300648&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792019000300648&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación cualitativa describe la educación bilingüe en tres instituciones educativas públicas (IE) del Quindío, Colombia. Las fuentes de recolección de datos fueron: (1) Entrevista semiestructurada, (2) Análisis documental y (3) Observación. Los resultados indicaron lo siguiente: Las categorías Políticas institucionales de educación bilingüe, Prácticas de educación bilingüe, Prácticas interculturales y Modelo pedagógico convencional mostraron la necesidad de replantear el modelo pedagógico. La categoría Formación docente indicó que las actividades de formación docente tenían como sustento el modelo de entrenamiento del docente. La categoría Desarrollo de competencias en inglés mostró una relación directa con las categorías Políticas institucionales de educación bilingüe y Prácticas de educación bilingüe, dado que los conceptos de bilingüismo y competencia comunicativa bilingüe fueron reducidos al concepto de competencia alcanzada en inglés. La categoría Enseñanza mediada por las TIC indicó la integración de las TIC en la formación bilingüe en las tres IE. La categoría Recursos para el desarrollo bilingüe reveló que los docentes de las tres IE estaban formados en aspectos generales del ejercicio de la docencia. Se concluyó recomendar, a las tres IE, el tránsito de la educación bilingüe y bicultural hacia la educación bilingüe intercultural crítica e, igualmente, promocionar el desarrollo docente en pedagogía de la educación bilingüe e intercultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative research aimed to describe bilingual education in three public educational institutions (IE) in Quindío, Colombia. Data collection sources were: (1) Semi-structured interview, (2) Documentary analysis, and (3) Observation. The results were as follows: The Institutional policies for bilingual education, Bilingual education practices, Intercultural practices and Conventional pedagogical model categories evidenced the need to rethink the pedagogical model. The Teacher professional development category indicated that teacher professional development activities were based on the teacher training model. The English skills development category showed a direct relationship with the Institutional policies for bilingual education and Bilingual education practices categories, since the concepts of bilingualism and bilingual communicative competence were reduced to the concept of competence achieved in English. The ICT-mediated teaching category indicated the integration of ICT into bilingual education in the three IE. The Resources for bilingual development category revealed that teachers in the three EI were trained in general aspects of teaching practice. It was concluded that all the three EIs should be encouraged to move from bilingual and bicultural education to critical intercultural bilingual education and to promote teacher professional development on issues related to the pedagogy of bilingual and intercultural education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette recherche qualitative vise à décrire l´enseignement bilingue dans trois établissements éducatifs publics (EP) au Quindío en Colombie. La collecte des données s&#8217;est effectuée à l&#8217;aide des observations et des entretiens. Une analyse documentaire a été également réalisée. Les résultats ont montré que les catégories Politiques institutionnelles d´enseignement bilingue, Pratiques de l´enseignement bilingue, Pratiques interculturelles et Modèle pédagogique conventionnel mettent en évidence le besoin de redéfinir le modèle pédagogique. La catégorie Formation des enseignants indique que les activités de formation des enseignants sont fondées sur un modèle d´entraînement de l´enseignant. La catégorie Développement des compétences en anglais a un rapport direct avec les catégories Politiques institutionnelles d&#8217;enseignement bilingue et Pratiques de l´enseignement bilingue, étant donné que les concepts de bilinguisme et de compétence communicative bilingue ont été réduits au concept de compétente acquise en anglais. La catégorie les TIC dans l´enseignement bilingue permet de constater que les TIC font partie fait partie de la formation bilingue dans les trois EP. La catégorie Ressources pour le développement du bilinguisme montre que les enseignants des trois EP ont une formation concernant des aspects généraux de la pratique pédagogique. Finalement, il convient de recommander, aux trois EP, la transition de l&#8217;enseignement bilingue et biculturel vers un enseignement bilingue et interculturel critique ; et de le développement d&#8217;une pédagogie de l&#8217;enseignement bilingue et interculturel chez les enseignants.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bilingüismo]]></kwd>
<kwd lng="es"><![CDATA[educación bilingüe pública]]></kwd>
<kwd lng="es"><![CDATA[política de educación bilingüe]]></kwd>
<kwd lng="en"><![CDATA[bilingualism]]></kwd>
<kwd lng="en"><![CDATA[public bilingual education]]></kwd>
<kwd lng="en"><![CDATA[bilingual education policy]]></kwd>
<kwd lng="fr"><![CDATA[bilinguisme]]></kwd>
<kwd lng="fr"><![CDATA[enseignement bilingue publique]]></kwd>
<kwd lng="fr"><![CDATA[politiques d´enseignement bilingue]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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