Bilingual reading-writing, biliteracy and operational curriculum

Reading and writing in English as a foreign language in Colombia and Spanish as a mother tongue, is presented in the context of biliteracy based on the operational curriculum and is defined as a problem situation, the difficulties in the management of learning-teaching in the classroom, where it is tended to articulate the theoretical, didactic and methodological elements in the process of teaching reading and writing, corresponding to the area of knowledge in English and Spanish in a bilingual teaching context; although both languages are from the same area, as subjects they develop methodologies and strategies in which the teaching of Spanish applies the global method and the syllabic method and the teaching of English applies the Content and Language Integrated in Learning-CLIL, which accentuates the syllabic method. When teaching reading and writing in English, the change of code of the mother tongue is made explicit and when learning reading and writing, in both languages, students need to permanently acquire vocabulary (input), transfer information from the knowledge they have in Spanish when learning the foreign language (interlanguage) articulating in biliteracy, operating the sociocultural context of the student. It should be noted that in this learning-teaching process, options such as interpretation, critical sense or expression of the student's point of view are configured in the face of their theoretical construction in both languages. It is concluded that the need for English and Spanish to be articulated is realized, in such a way that they consolidate a unification in their objectives, approaches, methodologies and perspectives on how to teach reading and writing leading to the appropriate management of the two languages, according to the level of school training.