Este estudio de casos múltiples explora la influencia de las políticas lingüísticas recientes en las prácticas de evaluación de las involucrados en la educación lingüística de Colombia a partir de los casos estudiados. El estudio también busca captar las ideologías lingüísticas y educativas detrás de las políticas lingüísticas, de los involucrados en estas políticas y cómo estos últimos ejercen su agencia en la formulación y aplicación de las políticas. Los datos incluyen entrevistas con los involucrados (ej., formuladores de políticas, académicos, diseñadores de pruebas, administradores de programas de preparación de docentes de segunda lengua y centros de idiomas, y docentes) y documentos de políticas nacionales recientes. El estudio muestra un cambio emergente en las ideologías, discursos y prácticas de las partes interesadas hacia puntos de vista bilingües heteroglósicos alternativos que, sin embargo, todavía están restringidos por políticas tradicionales (de facto) como pruebas de alto impacto, tendencias de políticas transnacionales e intereses económicos que empujan los procesos hacia la rendición de cuentas o prácticas monolingües orientadas a estándares. Además, muestra el papel activo y relevante de los actores en los procesos de ejecución de las políticas y sugiere, también, la influencia que han ejercido en la formulación de las políticas escritas y los discursos oficiales. Los resultados implican la necesidad de políticas participativas y sensitivas al contexto, priorizando las necesidades de los aprendices, ampliando los currículos y promoviendo la enseñanza y evaluación heteroglósica.This multi-case study explores the influence of recent language policies on stakeholder’s language assessment and evaluation practices in Colombian language education from the perspective of different stakeholders. Additionally, the study explores the language and education ideologies of language policies and Colombian policy stakeholders, and the way stakeholders exercise their agency in the formulation and application of the policies. Data includes interviews with stakeholders (policy makers, scholars, test designers, administrators of second-language teacher preparation programs and language centers, and teachers) from different cities of West-Center Colombia and recent national policy documents. The study shows an emerging shift in stakeholder’s ideologies, discourses, and practices towards alternative, heteroglossic bilingual oriented views that are. Nonetheless, it also shows that practices are still constrained by traditional (de-facto) policies such as high-stakes tests and transnational policy trends and economic interests pushing towards accountability, standard-oriented monolingual practices. Additionally, it shows the active and relevant role of stakeholders in policy enactment processes and suggests, as well, the influence they have exercised on written policies and official discourses. The findings imply the need for participatory, context-sensitive policies prioritizing learner’s needs, broadening language curricula and promoting heteroglossic teaching and assessment practices.MaestríaMagíster en Educación BilingüeContents Statement of the Problem .............................................................................................................11 Purpose of this Study.................................................................................................................... 16 Research Questions .......................................................................................................................17 Objectives...................................................................................................................................... 18 Theoretical Framework................................................................................................................ 19 Conceptual Background ........................................................................................................... 19 The Bilingualism Complexities that Colombian Language Policies Have Failed to Grasp ................................................................................................................................................ 19 From a Monoglossic to a Heteroglossic Approach to Bilingual Education.......................22 Language Assessment and Evaluation in Bilingual Education Settings ...........................25 Exploring Language Policy on Bilingualism and Bilingual Education Through Comparative, Sociocultural and Critical Lenses.................................................................32 Language Assessment Policy................................................................................................37 Literature Review...................................................................................................................... 41 Official Language Assessment and Evaluation Practices under Scrutiny: Validity, Accountability, Washback and Impact................................................................................42 Language Policy: approaches and underpinning ideologies..............................................45 Language Assessment and Language Policy interplay: traits towards standardization, outcome-oriented, measurement and accountability.........................................................48 Methodology .................................................................................................................................52 Research Approach...................................................................................................................52 Positionality Statement............................................................................................................53 Context and Participants..........................................................................................................54 INFLUENCE OF LANGUAGE POLICIES IN ASSESSMENT PRACTICES 7 Data collection Methods........................................................................................................... 57 Semi-Structured Interview................................................................................................... 57 Documents.............................................................................................................................58 Data Analysis Method...............................................................................................................58 Data Analysis Process...............................................................................................................59 Findings and Discussion..............................................................................................................63 Complexities of Bilingualism and Bilingual Education in Colombia: Divergent Positions; Changing Paradigms; Written, Enacted, and Perceived Policy Disparities..........................63 Divergent View of Bilingualism and Bilingual Education: the Case in Labeling Language Education in Colombia .........................................................................................................63 Stakeholder’s Changing Paradigms on Bilingualism and Assessment..............................66 Written Policy Discourse vs Implemented Policy and Stakeholder’s Perspective ...........68 Influence of Language Policies in Assessment Practices: Guiding and Limiting Practices.73 Influence of Transnational Policy Trends and Market Forces on Language Assessment Views in Colombia ....................................................................................................................78 Standards and Outcome-Oriented Views............................................................................78 Market Forces Influencing Language Policies and Assessment Practices ........................ 81 CEFR Power and Influence on Language Policies and Stakeholder’s Discourses............85 Emerging Practices on Language Assessment and Language Assessment Policies.............88 Relevance of Formative and Alternative Assessment on Language Policies and Stakeholders’ Discourses and Practices. .............................................................................88 Emerging Heteroglossic Bilingual Assessment Practices .................................................. 91 Increasing Tech Integration to Language Assessment Practices.......................................93 Stakeholders’ Active Engagement in Policy Enactment.........................................................97 INFLUENCE OF LANGUAGE POLICIES IN ASSESSMENT PRACTICES 8 Limitations..................................................................................................................................109 References....................................................................................................................................112