Los invisibles agentes educativos en la planificación y política lingüística
DOI:
https://doi.org/10.18041/2745-1453/rac.4.11714Palabras clave:
language planning , language policies, educational stakeholdersResumen
This article aims to present a state-of-the-art overview of language planning and policy, with particular emphasis on the implementation of language policies related to English language learning on a global scale, as well as the stakeholders involved in managing these policies. This research is grounded in personal experiences as an English teacher in public schools and various universities in Bogotá, where I have observed the implementation processes firsthand. Through these experiences, I have recognized numerous changes, contradictions, successes, and shortcomings in language policy.
A review of over 60 research articles on language policies worldwide reveals two significant trends. The first trend concerns the trajectories of language policies implemented across different countries over time. The second trend highlights the predominant portrayal of teachers as the primary educational stakeholders. However, this focus often leads to the marginalization of other key actors. As a result, there is a noticeable lack of information about the involvement of other agents in the implementation process and the dynamics among them, which are essential for achieving the goals set by language policies.
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