| Summary: | The current study reports the description and analysis of the English curriculum from 28 public schools in the city Cali, Colombia. It is a multiple case study with an embedded and closed-type unit of analysis whose main data are the curricula and syllabi from the selected schools. It was found that most schools have not updated their curricula, that the foreign language has little or no visibility in the institutional documents, that there has been a superficial incorporation of the curricular guidelines from the National Ministry of Education, and that there is little articulation in the curricular structure between the educational levels. Based on the results, pertinent recommendations are proposed to improve the curricular structuring of the English area.
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