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Diagnóstico del estado del bilinguismo en Bogotá

Author

Listed:
  • Jairo Núnez
  • Olga Téllez
  • Juan Manuel Monroy

Abstract

Este estudio tiene como objetivo central reconocer el bilinguismo como una de las herramientas más importantes para acceder al nuevo orden mundial de la globalización cultural y económica. Para ello se realiza un diagnóstico del estado del bilinguismo en Bogotá, con enfoque en servicios de base tecnológica e industrias creativas. Por un lado, con información cuantitativa de las pruebas Saber se diagnostica la oferta. De otro lado, con un análisis cualitativo de la demanda de personal bilingue se hace un diagnóstico para Bogotá. Finalmente se generaron algunas recomendaciones: La principal recomendación, es el incremento del presupuesto a nivel nacional y local de los recursos, bajo el compromiso de los colegios de integrarse a los programas de bilinguismo que hoy en día no son obligatorios. Sin ello, los resultados de cualquier acción que pretenda medirse a nivel de impacto se verán menoscabada, y la calidad del bilinguismo seguirá́ siendo muy baja para las necesidades locales. Pero la raíz del problema es que Colombia tiene escasez de profesores de inglés, y no logra cubrir toda la población estudiantil en los niveles de educación media y media superior.

Suggested Citation

  • Jairo Núnez & Olga Téllez & Juan Manuel Monroy, 2019. "Diagnóstico del estado del bilinguismo en Bogotá," Informes de Investigación 18133, Fedesarrollo.
    • Handle: RePEc:col:000124:018133
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    File URL: http://hdl.handle.net/11445/3906
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    References listed on IDEAS

    as
    1. Bando, Rosangela & Li, Xia, 2014. "The Effect of In-Service Teacher Training on Student Learning of English as a Second Language," IDB Publications (Working Papers) 6596, Inter-American Development Bank.
    2. Rosangela Bando & Xia Li, 2014. "The Effect of In-Service Teacher Training on Student Learning of English as a Second Language," IDB Publications (Working Papers) 86173, Inter-American Development Bank.
    3. Sandra García & Camila Fernández & Christopher C. Weiss, 2013. "Does lengthening the school day reduce the likelihood of early school dropout and grade repetition: Evidence from Colombia," Documentos de trabajo 17691, Escuela de Gobierno - Universidad de los Andes.
    Full references (including those not matched with items on IDEAS)

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