Integrating Language and Content: Sixty Years of University English Language Education in Colombia
Article Sidebar
Main Article Content
Abstract
In celebration of ASOCOPI’s 60th anniversary, this article critically discusses how language teaching and learning in Colombia have addressed the relationship between language and content within higher education, aiming to prepare future professionals for the current interconnected world. Through the analysis of the national literature, we explore English for Specific Purposes, Content and Language Integrated Learning, and English as a Medium of Instruction in higher education in Colombia. We show the shift from learning a language for language’s sake to learning a language through content and culminating in learning content through language. It includes a review of the definition, evolution, current state, challenges, and criticism of each approach. Finally, we discuss potential pathways and opportunities for language education and discipline learning focused on local needs. We argue that the future of English teaching should include all these approaches since each has a place within the Colombian language education ecosystem. Depending on the needs of specific contexts, they all can be used successfully; however, certain aspects must be considered for the selection, implementation, and evaluation of these approaches to bring about a healthy combination of language, professional skills, and content.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
References
Aguilar, M. (2018). Integrating intercultural competence in ESP and EMI: From theory to practice. ESP Today, 6(1), 25-43. https://doi.org/10.18485/esptoday.2018.6.1.2
Álvarez, A. F., Gálvez Soto, F. E., & Montilla Cifuentes, M. (2020). Effectiveness of implementing English for Specific Purposes at Servicio Nacional de Aprendizaje SENA. [Undergraduate thesis, Universidad Tecnológica de Pereira]. https://repositorio.utp.edu.co/items/83b199a7-c146-49e0-9fe3-bff9ba689790
Alvira, R., & González, Y. (2018). Content- and language-integrated learning- based strategies for the professional development of early childhood education pre-service teachers. Íkala, Revista de Lenguaje y Cultura, 23(1), 45-64. https://doi.org/10.17533/udea.ikala.v23n01a05
Archila, P. A., Danies, G., Truscott de Mejía, A.-M., & Restrepo, S. (2022). Instructor practices and espoused beliefs about bilingual courses: The case of a Colombian university. International Journal of Bilingual Education and Bilingualism, 25(7), 2682-2698. https://doi.org/10.1080/13670050.2021.1947184
Archila, P. A., & Truscott de Mejía, A. -M. (2020). Bilingual university science courses: A questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism, 23(2), 132-152. https://doi.org/10.1080/13670050.2017.1334756
Bailey, A., Rey, L., & Rosado, N. (2009). International Business English Program: Reflections on design. Latin American Journal of Content & Language Integrated Learning, 2(1). https://doi.org/10.5294/laclil.2009.2.1.1
Ball, P. (2018). Innovations and challenges in CLIL materials design. Theory into Practice, 57(3), 222-231. https://doi.org/10.1080/00405841.2018.1484036
Banegas, D. L. (2013). The integration of content and language as a driving force in the EFL lesson. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 82-97). Palgrave Macmillan.
Banegas, D. L. (2020). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3
Banegas, D., Corrales, K., & Poole, P. (2020). Can engaging L2 teachers as material designers contribute to their professional development? Findings from Colombia. System, 91, 1-14. https://doi.org/10.1016/j.system.2020.102265
Barragán Parra, J. E., & Moreno Sanguino, L. A. (2014). El bilingüismo en la Universidad Pedagógica Nacional, Colombia: Experiencias pioneras en la clase de ciencias con estudiantes de pregrado. Nodos y Nudos, 4(36), 57-64. https://doi.org/10.17227/01224328.3112
Bastidas, J. A. (2017). More than half a century teaching EFL in Colombian secondary schools: Tracing back our footprints to understand the present. HOW, 24(1), 10-26. http://dx.doi.org/10.19183/how.24.1.348
Belcher, D. (2013). The future of ESP research: Resources for access and choice. In B. Paltridge & S. Starfield (Eds.), The Handbook of English for Specific Purposes (pp. 535-551). John Wiley & Sons.
Bianchá Ramírez, H. F., Shah, S., Segura Antury, J., & Castro López, S. J. (2023). Disciplinary boundary crossings in collaborative CLIL in higher education. Journal of Immersion and Content-Based Language Education, 11(1), 90-108. https://doi.org/10.1075/jicb.21028.sha
Bonilla Carvajal, C., & Tejada-Sánchez, I. (2016). Unanswered questions in Colombia’s foreign language education policy. Profile, Issues in Teachers’ Professional Development, 18(1), 185-201. https://doi.org/10.15446/profile.v18n1.51996
Brinton, D. M., & Holten, C. (2001). Does the emperor have no clothes? A re-examination of grammar in content-based instruction. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 239-251). Cambridge University Press.
Bryan, N., & Habte-Gabr, E. (2010). Strategies for teaching geography electives in English to native Spanish speakers at a Colombian university. Latin American Journal of Content & Language Integrated Learning, 1(1), 1-14. https://doi.org/10.5294/laclil.2008.1.1.1
Cabrales Vega, R. A., Moreno Gómez G. A., & Arcila Ramírez, S. (2022). Content and language integrated learning (CLIL) in a medicine program in Colombia: Results of a perception survey in students. Latin American Journal of Content & Language Integrated Learning, 14(2), 215–234. https://doi.org/10.5294/laclil.2022.14.2.2
Consejo Nacional de Educación Superior (CESU). (2014). Acuerdo por lo superior 2034. https://www.cna.gov.co/1779/articles-401020_documento.pdf
Corrales, K., & Maloof, C. (2009). Evaluating the effects of CBI on an English for medical students program. Latin American Journal of Content & Language Integrated Learning, 2(1), 15-23. https://doi.org/10.5294/laclil.2009.2.1.3
Corrales, K. A., & Poole, P. M. (2023). CLIL in Colombia. In D. L. Banegas & S. Zappa-Hollman (Eds.), The Routledge handbook of content and language integrated learning (pp. 446-460). Routledge.
Corrales, K. A., Rey Paba, L., & Santiago Escamilla, N. (2016). Is EMI enough? Perception from university professors and students. Latin American Journal of Content and Language Integrated Learning, 9(2), 318-344. https://doi.org/10.5294/7094
Cortés Medina, D. (2020). Percepciones sobre el uso de inglés como medio de instrucción (EMI) en una universidad privada de Bogotá: Un estudio de caso [Master’s thesis, Universidad de los Andes]. http://hdl.handle.net/1992/50916
Costa, F., & D’Angelo, L. (2011). CLIL: A suit for all seasons. Latin American Journal of Content & Language Integrated Learning, 4(1). https://doi.org/10.5294/laclil.2011.4.1.1
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University Press.
Curtis, A. (2012a). Colombian teachers’ questions about CLIL: Hearing their voices – in spite of “the mess” (Part I). Latin American Journal of Content & Language Integrated Learning, 5(1), 1-8. https://doi.org/10.5294/laclil.2012.5.1.1
Curtis, A. (2012b). Colombian teachers’ questions about CLIL: What can teachers’ questions tell us? (Part II). Latin American Journal of Content and Language Integrated Learning, 5(2), 1-12. https://doi.org/10.5294/laclil.2012.5.2.6
Dafouz, E. (2021). Crossing disciplinary boundaries: English-Medium Education (EME) meets English for Specific Purposes (ESP). Ibérica, 41, 13–38. https://doi.org/10.17398/2340-2784.41.13
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Palgrave Macmillan.
Dearden, J. (2015). English as a medium of instruction: A growing global phenomenon. British Council. https://www.britishcouncil.es/sites/default/files/british_council_english_as_a_medium_of_instruction.pdf
Díaz Ramírez, M. I. (2014). Developing learner autonomy through project work in an ESP class. HOW, 21(2), 54-73. https://doi.org/10.19183/how.21.2.4
Dudley-Evans, T., & St. John, M. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press.
Encarnacion-Mosquera, C. (2022). Learning needs of English and French students from a modern languages program at a Colombian university. HOW, 29(1), 9-36. https://doi.org/10.19183/how.29.1.595
Fang, F., & Hu, G. (2022). English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2022.2051711
Fernández, D. J. (2009). CLIL at the university level: Relating language teaching with and through content teaching. Latin American Journal of Content & Language Integrated Learning, 2(2), 10-26. https://doi.org/10.5294/laclil.2009.2.2.11
Garzón-Díaz, E. (2018). From cultural awareness to scientific citizenship: Implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism, 24(2), 242-259. https://doi.org/10.1080/13670050.2018.1456512
Gondová, D. (2015). Selecting, adapting and creating CLIL materials. In S. Pokrivcáková, (Ed.), CLIL in foreign language education (pp. 153-163). Constantine the Philosopher University.
Graddol, D. (2005). Spoken everywhere but at what cost? Guardian Weekly. Retrieved July 03, 2024, from http://www.guardian.co.uk/theguardian/2005/apr/20/
Granados Beltrán, C. (2011). Facing CLIL challenges at university level. HOW, 18(1), 24-42. https://howjournalcolombia.org/index.php/how/article/view/50
Helm, F., & Guarda, M. (2015). Improvisation is not allowed in a second language: A survey of Italian lecturers’ concerns about teaching their subjects through English. Language Learning in Higher Education, 5(2), 353-373. https://doi.org/10.1515/cercles-2015-0017
Henriksen, B., Holmen, A., & Kling, J. (2019). English medium instruction in multilingual and multicultural universities: Academics’ voices from the Northern European context. Routledge.
Herrera Aguirre, O. (2022). The application of co-teaching and co-planning through the English for Specific Purposes approach to support the English learning process at the SENA branch Centro Atención Sector Agropecuario (Cerritos). [Undergraduate thesis, Universidad Tecnológica de Pereira]. https://repositorio.utp.edu.co/items/97961e3c-72ac-415e-806e-8dc4f89404ea
Hidalgo, A. (1997/2016). Integrating Skills in ESP. HOW, 2(1), 33-35. https://www.howjournalcolombia.org/index.php/how/article/view/276
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge University Press.
Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1(1), 1–12. https://doi.org/10.1016/S1475-1585(02)00002-4
Inbar-Lourie, O., & Donitsa-Schmidt, S. (2020). EMI lecturers in international universities: Is a native/non-native English-speaking background relevant? International Journal of Bilingual Education and Bilingualism, 23(3), 301-313. https://doi.org/10.1080/13670050.2019.1652558
Janssen, G., Nausa, R., & Rico, C. (2012). Shaping the ESP curriculum of an English for PhD students program: A Colombian case study of questionnaire research. Colombian Applied Linguistics Journal, 14(2), 51–69. https://doi.org/10.14483/udistrital.jour.calj.2012.2.a04
Kachru, B. B. (1992). The other tongue: English across cultures. University of Illinois Press.
Khan, C. (2020) Fostering a critical consciousness in ELT: Incorporating a women, gender and sexuality course in a bilingual education university program in Bogota, Colombia. Pedagogy, Culture & Society, 28(3), 403-420. https://doi.org/10.1080/14681366.2019.1649713
Keogh, C. (2022). Student and teacher perspectives on co-created CLIL-appropriate materials focused on critical thinking and active citizenship. Latin American Journal of Content & Language Integrated Learning, 15(1), 1-38/e1512. https://doi.org/10.5294/laclil.2022.15.1.2
Keogh, C., & Corrales, K. A. (2023). Using reflection to demonstrate development of active citizenship and critical consciousness through authentic and locally based projects. Reflective Practice, 24(5), p. 591-603. https://doi.org/10.1080/14623943.2023.2211534
Le Gal, D. (2018). English language teaching in Colombia: A necessary paradigm shift. Matices en Lenguas Extranjeras, 12, 154-187. https://doi.org/10.15446/male.n12.73267
Lomperis, A. E. (2020). Professional reflection: The solution of customized aviation English. In S. K. Kearns, T. J. Mavin, & S. Hodge (Eds.), Engaging the next generation of aviation professionals (pp. 181-200). Routledge.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350
Macías, D. F. (2010). Considering New Perspectives in ELT in Colombia: From EFL to ELF. HOW, 17(1), 181–194. https://www.howjournalcolombia.org/index.php/how/article/view/72
Mackay, R., & Mountford, A. (1978). English for Specific Purposes: A case study approach. Longman.
McDougald, J. S. (2009). The state of language and content instruction in Colombia.
Latin American Journal of Content & Language Integrated Learning, 2(2), 44-48. https://doi.org/10.5294/laclil.2009.2.2.15
McDougald, J. S. (2015). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25-41. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a02
McDougald, J. S. (2016). CLIL approaches in education: Opportunities, challenges, or threats? Latin American Journal of Content and Language Integrated Learning, 9(2), 253-266. https://doi.org/10.5294/7374
McDougald, J. S., & Pissarello, D. (2020). Content and language integrated learning: In-service teachers’ knowledge and perceptions before and after a professional development program. Íkala, Revista de Lenguaje y Cultura, 25(2), 353-372. https://doi.org/10.17533/udea.ikala.v25n02a03
Ministerio de Educación Nacional. (2005). Colombia bilingüe. Al Tablero, 37. https://www.mineducacion.gov.co/1621/article-97498.html
Ministerio de Educación Nacional. (2010). Decreto 1295 de 2010. https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=39363
Ministerio de Educación Nacional. (2019). Decreto 1330 de 2019. https://www.mineducacion.gov.co/portal/ejes-tematicos/Normas-sobre-Educacion-Superior/387348:Decreto-1330-de-julio-25-de-2019
Miranda, N., & Molina-Naar, M. (2022). Profiling English medium instruction in Colombian universities: Policies and practices. In J. McKinley & N. Galloway (Eds.), English- medium instruction practices in higher education international perspectives. Bloomsbury Academic.
Montoya, S., & Salamanca, C. (2017). Uso del enfoque CLIL como estrategia de internacionalización del currículo en una institución de educación superior colombiana. Latin American Journal of Content & Language Integrated Learning, 10(1), 105-131. https://doi.org/10.5294/laclil.v10i1.7368
Mosquera Pérez, J. E. (2022). Scholars raising their voices up: Discourses of hegemony and resistance in ELT in Colombia. Íkala, Revista de Lenguaje y Cultura, 27(3), 725-743. https://doi.org/10.17533/udea.ikala.v27n3a08
Nausa, R., Živković, J., & Sichko, L. (2024). Needs analysis and design of a master’s level academic reading course in English. Profile, Issues in Teachers’ Professional Development, 26(2), 89-106. https://doi.org/10.15446/profile.v26n2.110905
OpenAI. (2025). ChatGPT (GPT-4-turbo) (April 2025 version) [Large language model]. https://openai.com/chatgpt
Parada Moreno, C. J. (2008). Learning English through inquiry: An acquired experience in three public settings in Colombia. HOW, 15(1), 141–166. https://www.howjournalcolombia.org/index.php/how/article/view/92
Pecorari, D., & Malmström. H. (2018). At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497-515. https://www.jstor.org/stable/44987078
Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future.
International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.
https://doi.org/10.1080/13670050.2011.630064
Recuero Rodríguez, A. R., Arnedo Torres, A. J., & Borre Del Rio, J. M. (2019). The implementation of communicative activities to improve speaking skills on librarians at a bilingual university in Cartagena de Indias, Colombia. Revista Adelante-Ahead, 9(1). http://ojs.unicolombo.edu.co/index.php/adelante-ahead/article/view/149
Restrepo Guzmán, J. O. (2010). Experiences in teaching finance in English. Latin American Journal of Content & Language Integrated Learning, 1(1), 35-42. https://doi.org/10.5294/laclil.2008.1.1.4
Rey-Paba, L., Corrales, K. A., Lombana-Coy, J., Segura Antury, J., Bianchá, Ramírez H. F., Shah, S., & Castro López, S. J. (2024). Fostering intercultural competence through EMI. Language and Intercultural Communication, Advance online publication. https://doi.org/10.1080/14708477.2023.2298933
Richards, J., & Pun, J. (2022). Teaching and learning in English medium instruction. Routledge. https://doi.org/10.4324/9781003191445
Rodríguez Bonces, J. (2012). Content and language integrated learning (CLIL): Considerations in the Colombian context. GIST Education and Learning Research Journal, 6, 177-189. https://latinjournal.org/index.php/gist/issue/view/39
Rodríguez Bonces, M. (2011). CLILL: Colombia leading into content language learning. Íkala, Revista de Lenguaje y Cultura, 16(28), 79-89. https://doi.org/10.17533/udea.ikala.9912
Salamanca, C., & Montoya, S. (2018). Using the CLIL approach to improve English language in a Colombian higher educational institution. English Language Teaching (Toronto), 11(11), 19-30. http://doi.org/10.5539/elt.v11n11p19
Sánchez Solarte, A. C., Obando Guerrero, G. V., & Ibarra Santacruz, D. (2017). Learners’ perceptions and undergraduate foreign language courses at a Colombian public university. HOW, 24(1), 63-82. https://doi.org/10.19183/how.24.1.310
Spies, K. (2012). Intercultural studies within a CLIL approach. Latin American Journal of Content & Language Integrated Learning, 5(1), 33-45. https://doi.org/10.5294/laclil.2012.5.1.3
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (pp. 1-13). SEAMEO Regional Language Centre.
Tejada-Sánchez, I., & Molina-Naar, M. (2020). English medium instruction and the internationalization of higher education in Latin America: A case study from a Colombian university. Latin American Journal of Content & Language Integrated Learning, 13(2), 339-367. https://doi.org/10.5294/laclil.2020.13.2.8
Torres-Rincón, J. C., & Cuesta-Medina, L. M. (2019). Situated practice in CLIL: Voices from Colombian teachers. GIST – Education and Learning Research Journal, 18, 109-141. https://doi.org/10.26817/16925777.456
Wentzel, A. (2021). Less is more: Content compression in CLIL. Latin American Journal of Content & Language Integrated Learning, 14(1), 9-40. https://doi.org/10.5294/laclil.2021. 14.1.1
Wilkinson, R. (2013). English-medium instruction at universities: Global challenges. Multilingual Matters.
Wilkinson, R., & Walsh, M. L. (2015). Introduction. In T. V. Dyk (Ed.), Discipline-specific academic literacy and academic integration. Integrating Content and Language in Higher Education: From Theory to Practice: Selected Papers from the 2013 ICLHE Conference (pp. 9-20). Peter Lang. https://doi.org/10.3726/978-3-653-05109-4