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1、ADRIANAGONZÁLEZgovernmentschoolsisquitepoor,andthatactuallearningofthelanguagetakesplaceinprivateschools,languagecentresorinhighereducation.Dependingonthesocioeconomicstatusofthepopulation,proficiencyinEnglishmayvaryconsiderably.Vélez-Rendón(2003),citingawebpageoftheBritishCouncilfrom1999,statest
2、hat3percentoftheColombianpopulationcanuseEnglish,mainlyinmajorurbancitiessuchasBogotá,MedellínandCali.ShealsoreportsthatthereisanincreaseinthenumberofuniversitiesthatuseEnglishasameansofinstructioninEnglishteacherpreparationprogrammes.TherequirementsforteachingEnglishinColombiaarediverse.Althoug
3、hemployerspreferacandidatewhoholdsateacheruniversitydegree,anativespeaker,someonewhogrewuporlivedinanEnglish-speakingcountryorhasagoodscoreinaninternationalproficiencytestmaybeateacher.Infact,thenewrecruitmentpoliciesforpublicedu-cationdonotincludeaneducationdegreeasarequirement.Professionalsfrom
4、otheracademicfieldsmaybecomeEnglishteachersiftheypassthecontentexaminationsandobtainhighscoresinthelanguagecomponent.LocalresearchershavefoundthatthereisagapintheteachingofEnglishinpublicandprivateschoolsregardingtheteachers’languageproficiencyanduseofEnglishinEnglishclasses(González1995),theacces
5、stoprofessionaldevelopmentprogrammes(Gonzálezetal.2002),teachingresources(González2006a),andformalteacheredu-cation.Thisisparticularlysoinelementaryschools(Cadavidetal.2004;McNultyandQuinchía2007).Additionally,Ordóñez(2004:450)describesthepresenceofelitebilingualismamongsomeColombianhighschoolst
6、udents,sayingthatitis‘anurban,middle-class,privateschoolphenomenon’.EnglishinColombia:landmarksofagrowingdemandItishardtoexplaintherapidexpansionofEnglishinColombiasolelyastheresultofeitherlinguisticimperialismorfromtheperspectiveoftheeconoculturalmodel,becausetheyarenotmutuallyexclusive(Bhatt20
7、01).Withregardtolinguisticimperialism,theBritishCouncil,publishingcompaniesandTESOL(TeachingEnglishtoSpeakersofOtherLanguages)participateusingpowerandcolonialdiscoursesthatperpetuatethedominantstatusofthecultureandspeakersof
