<?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>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322022000100249</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v27n1a12</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Examining Hegemonic and Monoglossic Language Ideologies, Policies, and Practices Within Bilingual Education in Colombia]]></article-title>
<article-title xml:lang="es"><![CDATA[Un examen de las ideologías, políticas y prácticas lingüísticas hegemónicas y monoglósicas en la educación bilingüe en Colombia]]></article-title>
<article-title xml:lang="fr"><![CDATA[Un examen des idéologies, politiques et pratiques linguistiques hégémoniques et monoglossiques sur l&#8217;éducation bilingue en Colombie]]></article-title>
<article-title xml:lang="pt"><![CDATA[Um exame das ideologias linguísticas, políticas e práticas hegemônicas e monoglóssicas no ensino bilíngue na Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bettney]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Wisconsin-Madison Department of Curriculum &amp; Instruction ]]></institution>
<addr-line><![CDATA[Madison ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>249</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322022000100249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322022000100249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322022000100249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the lens of coloniality, monoglossic and hegemonic language ideologies and policies exist within public and private bilingual education in Colombia which oppress students&#8217; and teachers&#8217; diverse linguistic identities and languaging practices. This article draws on critical scholarship which recognizes the need to decolonize language education. As such, it includes a review of key literature from the fields of language ideologies, language policy, and classroom languaging practices to consider alternative approaches to bilingual education from a heteroglossic stance, including translanguaging and critical multilingual language awareness. The literature review suggests that within the Colombian context, hegemonic and monoglossic ideologies and practices are present within international private bilingual schools and through the National Bilingual Program. In addition, an underlying logic of coloniality exists in both public and private language education as both contexts hold foreign languages, expertise, and relationships as more valuable than their local equivalents. However, recent classroom-based research in Colombia indicates promising new heteroglossic approaches which not only acknowledge the benefits but also support diverse linguistic identities and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Según el lente de la colonialidad, en la educación bilingüe pública y privada en Colombia existen políticas e ideologías lingüísticas monoglósicas y hegemónicas que oprimen las diversas identidades lingüísticas y prácticas de lengua (languaging) de estudiantes y docentes. Este artículo está basado en la literatura crítica que reconoce la necesidad de decolonizar la educación en lenguas. Como tal, incluye una revisión de literatura clave en los campos de las ideologías lingüísticas, la política del lenguaje y las prácticas de lengua en las aulas de clase y la utiliza para considerar enfoques alternativos a la educación bilingüe desde una postura heteroglósica, los cuales incluyen el translingüismo y la Conciencia Crítica Multilingüe. La revisión sugiere que en el contexto colombiano, hay ideologías y prácticas hegemónicas y monoglósicas tanto en las instituciones de educación bilingüe de carácter privado como en el Programa Nacional de Bilingüismo. Además, existe una lógica colonial subyacente en la educación pública y privada, pues ambos contextos consideran más valiosos los idiomas, la experiencia y las relaciones extranjeras que sus equivalentes locales. Sin embargo, investigaciones recientes en las aulas en Colombia indican nuevos enfoques heteroglósicos promisorios que no solo reconocen los beneficios, sino que también respaldan identidades y prácticas lingüísticas diversas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Du point de vue de la colonialité, les idéologies et les politiques linguistiques monoglossiques et hégémoniques existent au sein de l&#8217;enseignement bilingue public et privé en Colombie, opprimant les diverses identités et pratiques linguistiques des élèves et des enseignants. Cet article s&#8217;appuie sur une recherche critique qui reconnaît la nécessité de décoloniser l&#8217;enseignement des langues. De ce fait, il comprend une revue de la littérature clé dans les domaines des idéologies linguistiques, de la politique linguistique et des pratiques langagières en classe pour envisager des approches alternatives à l&#8217;éducation bilingue à partir d&#8217;une position hétéroglosse, y compris le translanguaging et la sensibilisation à l&#8217;éveil aux langues - Critical Multilingual Language Awareness. La revue littéraire suggère que dans le contexte colombien, les idéologies et pratiques hégémoniques et monoglosses sont présentes dans les écoles bilingues privées internationales et ont été étendues grâce au programme national bilingue. De plus, une logique sous-jacente de la colonialité existe à la fois dans l&#8217;enseignement des langues du secteur public et privé, car les deux contextes considèrent les langues, les relations et l&#8217;expertise venues de pays étrangers comme plus valables que les indigènes. Cependant, des recherches récentes en classe en Colombie indiquent de nouvelles approches hétéroglossiques prometteuses qui non seulement reconnaissent les avantages, mais soutiennent également les diverses identités et pratiques linguistiques.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Segundo a lente da colonialidade, na educação bilíngue pública e privada na Colômbia existem ideologias e políticas linguísticas monoglóssicas e hegemônicas que oprimem as diversas identidades linguísticas e práticas linguísticas de alunos e professores. Este artigo parte da literatura crítica que reconhece a necessidade de decolonizar o ensino de línguas. Assim, inclui uma revisão da literatura chave nos campos das ideologias linguísticas, a política linguística e as práticas linguísticas nas salas de aula para considerar abordagens alternativas à educação bilíngue a partir de uma postura heteroglóssica, incluindo o translinguismo e a linguagem. A revisão sugere que no contexto colombiano existem ideologias e práticas hegemônicas e monoglóssicas em instituições educacionais bilíngues privadas e no Programa Nacional de Bilinguismo. Além disso, existe uma lógica colonial subjacente na educação pública e privada, uma vez que ambos os contextos consideram as línguas, a experiência e as relações estrangeiras mais valiosas que as autóctones. No entanto, pesquisas recentes em sala de aula na Colômbia indicam novas abordagens heteroglóssicas promissoras que não apenas reconhecem os benefícios, mas também apoiam diversas identidades e práticas linguísticas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Colombia]]></kwd>
<kwd lng="en"><![CDATA[heteroglossia]]></kwd>
<kwd lng="en"><![CDATA[bilingual education]]></kwd>
<kwd lng="en"><![CDATA[language ideology]]></kwd>
<kwd lng="en"><![CDATA[language policy]]></kwd>
<kwd lng="en"><![CDATA[coloniality]]></kwd>
<kwd lng="en"><![CDATA[hegemony]]></kwd>
<kwd lng="es"><![CDATA[Colombia]]></kwd>
<kwd lng="es"><![CDATA[heteroglosia]]></kwd>
<kwd lng="es"><![CDATA[educación bilingüe]]></kwd>
<kwd lng="es"><![CDATA[ideología lingüística]]></kwd>
<kwd lng="es"><![CDATA[políticas lingüísticas]]></kwd>
<kwd lng="es"><![CDATA[colonialidad]]></kwd>
<kwd lng="es"><![CDATA[hegemonía]]></kwd>
<kwd lng="fr"><![CDATA[Colombie]]></kwd>
<kwd lng="fr"><![CDATA[hétéroglossie]]></kwd>
<kwd lng="fr"><![CDATA[éducation bilingue]]></kwd>
<kwd lng="fr"><![CDATA[idéologie linguistique]]></kwd>
<kwd lng="fr"><![CDATA[politique linguistique]]></kwd>
<kwd lng="fr"><![CDATA[colonialité]]></kwd>
<kwd lng="fr"><![CDATA[hégémonie]]></kwd>
<kwd lng="pt"><![CDATA[Colômbia]]></kwd>
<kwd lng="pt"><![CDATA[heteroglossia]]></kwd>
<kwd lng="pt"><![CDATA[educação bilíngue]]></kwd>
<kwd lng="pt"><![CDATA[ideologia linguística]]></kwd>
<kwd lng="pt"><![CDATA[políticas de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[colonialidade]]></kwd>
<kwd lng="pt"><![CDATA[hegemonia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
<source><![CDATA[Language ideologies: Practice and theory]]></source>
<year>1998</year>
<page-range>3-47</page-range><publisher-name><![CDATA[Oxford University Press.]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
