In Colombia, due to the new political Constitution of 1991, in which the country is recognized as a multilingual and pluricultural nation, the need to implement a bilingual intercultural educational model1 in the areas in which minority communities live and, therefore, respect Article 8 of this new constitution2. Subsequently, the Ministry of National Education (MEN) implements the National Bilingualism Program, which establishes not only guidelines related to English-Spanish bilingualism, but also bilingualism of native languages ​​and Spanish. However, this impulse has been strongly overshadowed by some factors such as the incorrect notion that is normally attributed to the word bilingualism or by the acculturation that in many cases school represents for our ethnic communities, understood as that human group that is numerically inferior to the rest of the population, which has a language, a race, a custom, a dialect, a religion or a characteristic historical origin, and which also tends to identify with certain territories of its own. In Colombia there are 88 ethnic communities, of which four major classifications can be distinguished: the black or Afro-descendant community, which lives mainly on the coasts, both Pacific and Atlantic, and also in the inter-Andean valleys; the Raizal community, which lives in the archipelago of San Andrés and Providencia and in the Palenque area; the indigenous community, present throughout the national territory in 81 municipalities; and the Roma or Gypsy people The above indicates that our country has had a great cultural variety and richness since time immemorial, but which, unfortunately, has gone unnoticed. Ad...... middle of the paper ......allows the inhabitants to claim the rights granted to them through these.Works CitedPolitical Constitution of Colombia (1991)Grimaldo, JC (2013). Progress and projections of the National Program for Bilingualism. Memoirs: Latin American Congress of Bilingualism. Armenia, Quindío.General Education Law (1984)Native Languages ​​Law (2010)MEN. General guidelines for indigenous education. VI edition. 1987. Pulido, Y. (2012). Bilingual ethnoeducation: Political achievement and challenge for ethnic groups. Bogotá: National Pedagogical University, Faculty of Letters and Philosophy. Rojas, T. (1998). Ethnoeducation in Colombia: a long way to go and a long way to go. Word and culture, n. 19, 40-43 Truscott, A. & Fonseca, L. (2009). Guidelines for bilingual and multilingual policies in foreign languages ​​in Colombia. Bogota: University of the Andes.