Educational inclusion in bilingual programs in Colombia: Divergent perceptions among teachers and school leaders in private elementary schools in Santander

Abstract

This article critically analyzes the divergent perceptions of teachers and school leaders regarding educational inclusion in bilingual programs in private primary institutions in Santander, Colombia. Drawing on a qualitative multiple case study design, focus group analysis reveals tensions between a normative discourse of inclusion, predominantly articulated by school leaders, and a more restricted, diagnosis-centered understanding that prevails among teachers. While diversified pedagogical practices are identified in classroom settings, these practices tend to emerge from individual initiatives rather than from institutionalized approaches supported by situated professional development. The findings underscore the need for contextualized educational policies that integrate bilingualism, inclusion, and school leadership within a social justice framework informed by the political economy of language. The study contributes to rethinking the implementation of bilingual programs in Latin American contexts characterized by structural inequalities.