The enactment of Colombia's national english language policy: The impact of public-private partnerships on teachers' and policymakers' perceptions.

Many studies have examined the enactment of language policies and the role of teachers in appropriating or contesting these policies. However, less is known about the role of local policymakers in shaping teachers' perceptions through their interpretations of national policy. This paper examines the enactment of the current English language policy in Colombia by exploring how policymakers' interpretations and decisions influenced the perceptions of English language teachers in three public schools. This study examined how public-private partnerships were established to successfully enact this policy and how these partnerships provided both educational value and challenges to teachers' work. • There is a relation between the EFL hours, the EFL programs schools allocate and the partnerships that the schools had. • Partnerships reshaped teachers' professional agency by determining the level of autonomy they perceived. • Partnerships created new technologies of accountability and regulation through an increased culture in performativity. • Partnerships boosted the empowerment of external stakeholders' participation in the institutional decisions of the schools. [ABSTRACT FROM AUTHOR]