Colombian indigenous university students’ experiences learning english

Abstract

This qualitative research project is intended to consider the research question: How do Indigenous university students experience academic requirements to learn English during the course of their studies that have mandated by official bilingual policy? It is intended to consider their stated experiences learning English using an interpretative inductive approach to include their voices and recommendations for more inclusive English-teaching practices. In recent years, Colombia has implemented policies to encourage English-language bilingualism making a knowledge of the language into a graduation prerequisite. Indigenous university students find themselves in a conundrum in that even if they are monolingual Spanish speakers, as they may have only fragile competence in academic Spanish. Bi- or pluriilingual students face an additional, onerous language requirement as English is their third language. Interviewees offered their insights and also their suggestions based on their personal experiences with learning English. The language represented a time-drain, risk to studies, distance from one’s community, a personal voice, and a boorish, unwanted presence. Thusly, producing a grounded theory entitled: Uncoded and Multicolour Experiences Living English-Learning.