Coloniality and Neoliberalism in Colombian Language Policy: The Case of the Suggested French Curriculum

Amid heated debates on language policy in Colombia, particularly regarding the relevance and sociocultural and ideological impact of introducing English into the national education system, the Ministry of Education has launched a new initiative to promote French in public schools. Following strategies already applied to English, this initiative has taken the form of a suggested curriculum document. In dialogue with some of the key points of the debate on English language legislation and its links to neoliberal and neocolonial orientations, this study critically analyzes the discourse of the suggested French curriculum to examine how these orientations are manifested, or not, in the way in which this language is promoted. The findings show that linguistic and epistemic coloniality permeate the curriculum proposal, both in the way French from France is presented in relation to other varieties and other languages, and in the passive and instrumental role assigned to local knowledge and actors. Likewise, the emphasis on the market, standardization, and international testing makes neoliberalism a central axis of the proposal.