This study is a good one to get the perspective of the English language from a country, where the English language is not native, and considered as a foreign language. In this study, the focus of attention is Columbia. In 2004, the government of Colombia decided that they are going to induct the English language as a primary foreign language for the teachers to teach in educational institutions, including schools, colleges, and universities. They came up with a decision to ensure that they can compete on a global level because English is coming as an essential and dominant foreign language on the international level. That's why, since 2004, various programs have been introduced by the government so that the English language will able to integrate into their educational system.

               This study analyzed four significant programs in this period, which were launched by the government, and the primary purpose of this analysis to see how these programs were fruitful for their educational system and what kind of issues that they have to face. This study came up with two aspects; first they analyzed the four significant programs critically, and secondly, they derived some conclusions about these programs to give considerable recommendations. After a detailed analysis of four programs and their outcomes, a judgment mentioned that the overall purpose of these programs was useful, but there were gaps in the policy. It was good to come up with these programs so that Colombian citizens can learn the English language from the primary school level and become competitive on a global scale, but they did not realize that their existing education system was not able to handle these programs. For instance, teachers were not that qualified to integrate these programs as they, too, were not that efficient in the English language.

               The teachers are the ones who are going to implement these programs, and not consider then as some big mistakes in policymaking. After identifying flaws and issues in the policy developed by the Colombian government, this study also gave some viable recommendations so that the Colombian government can get an idea of how to deal with current issues so that they can continue with their program of making English a dominant foreign language in their country. A recommendation from this article for the teachers with English licenses and certificates should be made part of these programs so that they can help local teachers to learn English and then help them to teach English to Colombian students. For this reason, the Colombian government needs to develop a view of the English language which is more socio-cultural as well as critical (Correa & González, 2016).

Reference of English in Public Primary Schools in Colombia

Correa, D., & González, A. (2016). English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies. education policy analysis archives, 24(83).