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From Transnational Language Policy Transfer To Local Appropriation: The Case of the National Bilingual Program in Medellín, Colombia - Hardcover
Looking at the relationship between current reform associated to English as an international language and transnational policymaking, the author of this book explores the way English as a synonym of education quality and competitiveness during the current times is being emphasized in countries such as Colombia, and how these policies are being played by different educational actors and organizations at the macro and micro level according to the multiple contextual factors that interplay in the continuous reinterpretation and final enactment of policy.
Along the text, the author illustrates the way local policy actors and teachers reinterpret these discourses and agendas by adopting a nurturing or an academic approach in their final appropriation of the initial policy texts. In this manner, this study highlights the unpredictable nature of policymaking processes, even when transnational organizations act as policy lenders and guarantors of success and credibility, and policy mandates are accompanied by standards, tests, frameworks, and timelines that do not necessarily respond to the local needs and expectations of local educational actors and communities.
With this analysis, the author illustrates the multiple difficulties experienced by different schools communities across cities, and how a breach between public and private institutions is created and fed as a consequence of the uneven conditions in which English as a foreign language is taught in countries such as Colombia, which ends up creating a gap between the official discourse of innovation, competitiveness, education and bilingualism, and actual reality. In this manner, the study alerts about the multiple challenges faced by countries such as Colombia and cities like Medellín adopting imported discourse around education quality, competitiveness and bilingualism, and how these policy discourses may become simple slogans as educational communities lack the required conditions to successfully achieve the expected goals.
Along the text, the author illustrates the way local policy actors and teachers reinterpret these discourses and agendas by adopting a nurturing or an academic approach in their final appropriation of the initial policy texts. In this manner, this study highlights the unpredictable nature of policymaking processes, even when transnational organizations act as policy lenders and guarantors of success and credibility, and policy mandates are accompanied by standards, tests, frameworks, and timelines that do not necessarily respond to the local needs and expectations of local educational actors and communities.
With this analysis, the author illustrates the multiple difficulties experienced by different schools communities across cities, and how a breach between public and private institutions is created and fed as a consequence of the uneven conditions in which English as a foreign language is taught in countries such as Colombia, which ends up creating a gap between the official discourse of innovation, competitiveness, education and bilingualism, and actual reality. In this manner, the study alerts about the multiple challenges faced by countries such as Colombia and cities like Medellín adopting imported discourse around education quality, competitiveness and bilingualism, and how these policy discourses may become simple slogans as educational communities lack the required conditions to successfully achieve the expected goals.
"synopsis" may belong to another edition of this title.
About the Author:
Jaime Usma is a teacher educator and researcher at the School of Languages, Universidad de Antioquia in Colombia and a member of the Evaluation and Action Research Group in Foreign Languages (GIAE) in that institution.
He combines his research, publications, and teaching on foreign language and education policymaking with an active participation in policy and professional development initiatives at the school and university level.
In his recent publications, he examines language and education policies being adopted in Colombia and their social, economic, and political implications for different educational actors and communities. He also emphasizes on the active role that educational actors and teachers can play as policymakers in different scenarios and contexts. He has also participated in different projects for the formulation of language education policies in higher education and has been very active in the consolidation of language policy studies in different cities in Colombia.
Review:
He combines his research, publications, and teaching on foreign language and education policymaking with an active participation in policy and professional development initiatives at the school and university level.
In his recent publications, he examines language and education policies being adopted in Colombia and their social, economic, and political implications for different educational actors and communities. He also emphasizes on the active role that educational actors and teachers can play as policymakers in different scenarios and contexts. He has also participated in different projects for the formulation of language education policies in higher education and has been very active in the consolidation of language policy studies in different cities in Colombia.
Jaime Usma provides us with a wonderful analysis of what happens on the ground when a language policy reform that is common throughout the world (the importation of English instruction for greater prosperity and justice) is implemented by local educators.
This book has important implications for examining language policies throughout the world, and offers an example of how scholars can use critical scholarship to penetrate slogans and policy rhetoric associated with G.E.R.M. (Global Education Reform Movement).
Ken Zeichner
Boeing Professor of Teacher Education
University of Washington
USA
Jaime Usma's book does a magnificent work at dismantling one of the most pervasive grand narratives in globalized transnational foreign language policies: proficiency in English as one of the strongest pillars of a vibrant modern knowledge society, associated with higher economic gains for all.
The author cogently demonstrates how transnational and national policymaking fails to properly address structural inequality, while being creatively reenacted by local schools and actors according towards a more just and humane society.
Maria Alfredo Moreira
University of Minho
Portugal
While tensions between official language policies and their practical implementation on the ground have long been the interest of language policy studies, it is rare that scholars explore them through such rigorous and multilayered empirical research capturing the global and local.
The comparative and critical lens applied here makes this volume an outstanding contribution to the field and provides invaluable insights for researchers, policy makers, curriculum planners and practitioners with lessons to be learnt far beyond.
Anikó Hatoss
University of New South Wales
Australia
Dr. Jaime Usma has made a notable contribution to this more sophisticated approach to LP with this excellent and internationally relevant analysis of Colombia's national government policy, the appropriation/adaptation of central policy in the city of Medellín, and the views, experiences and accounts of teachers, officials, experts and communities and transnational agencies.
All in all an excellent and worthwhile volume.
Joseph Lo Bianco
The University of Melbourne
Australia
A study from a multi-layered perspective that provides readers with an insightful and highly topical discussion on foreign language policies and globalization.
A critical and comprehensive guide to contemporary Colombian educational legal framework for language teaching that brilliantly illustrates how language policies are instituted and how they are later appropriated by people in local places, particularly by teachers in Medellin schools.
Carlos Maroto Guerola
Universidade Federal de Santa Catarina
Brazil
This book has important implications for examining language policies throughout the world, and offers an example of how scholars can use critical scholarship to penetrate slogans and policy rhetoric associated with G.E.R.M. (Global Education Reform Movement).
Ken Zeichner
Boeing Professor of Teacher Education
University of Washington
USA
Jaime Usma's book does a magnificent work at dismantling one of the most pervasive grand narratives in globalized transnational foreign language policies: proficiency in English as one of the strongest pillars of a vibrant modern knowledge society, associated with higher economic gains for all.
The author cogently demonstrates how transnational and national policymaking fails to properly address structural inequality, while being creatively reenacted by local schools and actors according towards a more just and humane society.
Maria Alfredo Moreira
University of Minho
Portugal
While tensions between official language policies and their practical implementation on the ground have long been the interest of language policy studies, it is rare that scholars explore them through such rigorous and multilayered empirical research capturing the global and local.
The comparative and critical lens applied here makes this volume an outstanding contribution to the field and provides invaluable insights for researchers, policy makers, curriculum planners and practitioners with lessons to be learnt far beyond.
Anikó Hatoss
University of New South Wales
Australia
Dr. Jaime Usma has made a notable contribution to this more sophisticated approach to LP with this excellent and internationally relevant analysis of Colombia's national government policy, the appropriation/adaptation of central policy in the city of Medellín, and the views, experiences and accounts of teachers, officials, experts and communities and transnational agencies.
All in all an excellent and worthwhile volume.
Joseph Lo Bianco
The University of Melbourne
Australia
A study from a multi-layered perspective that provides readers with an insightful and highly topical discussion on foreign language policies and globalization.
A critical and comprehensive guide to contemporary Colombian educational legal framework for language teaching that brilliantly illustrates how language policies are instituted and how they are later appropriated by people in local places, particularly by teachers in Medellin schools.
Carlos Maroto Guerola
Universidade Federal de Santa Catarina
Brazil
"About this title" may belong to another edition of this title.
- PublisherDeep University Press
- Publication date2015
- ISBN 10 1939755204
- ISBN 13 9781939755209
- BindingHardcover
- Edition number1
- Number of pages158
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From Transnational Language Policy Transfer To Local Appropriation: The Case of the National Bilingual Program in MedellÃn, Colombia
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Deep University Press
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ISBN 10: 1939755204
ISBN 13: 9781939755209
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