Politiques et pratiques dans l’enseignement supérieure : une exploration à l’échelle nationale en Colombie
DOI :
https://doi.org/10.17533/udea.ikala.357019Mots-clés :
politique linguistique, multilinguisme, enseignement supérieur, théorie critique de la race, décolonialitéRésumé
Au cours des deux dernières décennies, les politiques en matière de langues étrangères en Colombie ont donné la priorité à l'anglais dans le système éducatif, dans un souci de compétitivité internationale et de qualité de l'enseignement. Ces politiques ont suscité des inquiétudes chez les éducateurs, notamment en ce qui concerne la stratification linguistique, la marchandisation de l'anglais pour les privilégiés, l'adoption de critères étrangers, la mise en œuvre insuffisante des politiques et les limites du modèle bilingue anglais-espagnol par rapport aux perspectives multilingues. Inspirée par la théorie critique de la race et la décolonialité, cette étude qualitative examine les politiques de l'enseignement supérieur en Colombie, en se concentrant sur la manière dont elles abordent le multilinguisme et la diversité socioculturelle du pays. L'étude explore les politiques linguistiques liées à l'accès, à la rétention et à l'obtention de diplômes par les étudiants, les exigences linguistiques pour le corps enseignant et la promotion de diverses langues. La collecte des données s'est faite au moyen d'une analyse documentaire, d'entretiens et d'enquêtes menés dans 16 universités de différentes régions du pays. Les résultats suggèrent l'omniprésence des idéologies centrées sur la langue anglaise dans la plupart des institutions participantes, les invisibilités que ces idéologies et les pratiques associées entraînent dans les universités, et certaines politiques émergentes visant à promouvoir le multilinguisme. Les recommandations issues de cette étude pourraient trouver un écho dans les universités colombiennes et internationales, en particulier celles qui se trouvent dans des contextes similaires.
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