Tensions and resonances between conceptions of bilingualism and multilingual practices with indigenous and ethnic children

This article underlies the reflection between the con-tinuous tensions that are evident in the educational system with the conception of bilingualism that exists in our country. In the same way, it tries to make an association between these tensions, transferring them to the field of initial education, to contribute to the debate from what it implies to assume bilingualism as the learning of a foreign language that completely forgets that Spanish is not the mother tongue of the children that belonging to different ethnic cultures in Colombia. From the perspective that implies as-suming an inclusive bilingualism in school settings that welcome early childhood, a collation is brought to the importance of communicative competence in the learning of boys and girls and the great resonan-ce that oral tradition has in children cultural knowle-dge and the different educational practices of these childhoods.