Two visions of the curriculum in bilingual teaching
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Keywords
curriculum, economistic vision of the curriculum, socio- critical vision of curriculum
Abstract
This reflection article develops two conceptions (economic and socio-critical) of curriculum that underlie current teaching and research practices in the field of education. The former, at the beginning of the last century, responds to economic and technocratic considerations. The latter, to which the authors adhere, answers to social, historical, cultural and political considerations of socio-critical trends, which is making its way since the 1970s in an attempt to humanize the school as an institution, and transcend an economistic approach to education widespread in the globalized society of today. The positions argued about these two opposing curricular views are taken from our position of language teachers, from how we understand the socio-critical vision of curriculum in our academic field (bilingualism and bilingual education) and how this approach permeates our job.
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Neira Loaiza Villalba, University of Quindío, Colombia
Doctor in Educational Sciences, coordinator of the line of bilingualism of the Master's Degree and the Doctorate in Educational Sciences of the University of Quindío. National director of the doctoral thesis "Metalinguistic Awareness in the argumentative text written in Spanish (L1) and French (L2) of undergraduate students in modern languages", from which this article is derived from the research line on bilingualism in contexts linguistically majority of the research group ESAPIDEX-B of the University of Quindío
Margarita Alexandra Botero Restrepo, University of Quindío, Colombia
Master in Teaching of Foreign Languages from the National Pedagogical University and in Discourse Analysis and Didactics of FLE / FLS from the University of Nantes (France). Candidate for Doctor of Education Sciences in the Bilingualism Line (RUDECOLOMBIA-Universidad del Quindío). Researcher of the ESAPIDEX-B group and French teacher of the Modern Languages Program with an emphasis on English and French
Jacqueline García Botero, University of Quindío, Colombia
Master of Science in Education with an emphasis in Bilingualism from the University of Quindío. Researcher of the ESAPIDEX-B group and teacher of English and methodology of the teaching of Foreign Languages of the Modern Languages Program with an emphasis on English and French at the University of Quindío