Resumen Una investigacion sobre el impacto de un curriculo que busca el bilinguismo espanol/ingles en un colegio privado de una ciudad intermedia colombiana, un contexto sociolinguistico monolingue y alejado del uso real del ingles, revela cambios positivos en los ambientes de aprendizaje de lengua del colegio, las ideas de los maestros sobre la lengua y su aprendizaje y las habilidades comunicativas de los alumnos y sus formas de aprender en ambas lenguas. El curriculo conecta eventos de aprendizaje en espanol e ingles y se basa en desempenos autenticos comunicativos1 en tres areas de desarrollo linguistico: la comunicacion del dia a dia, la que se realiza para aproximarse al conocimiento academico y la de la expresion estetica y cultural. La investigacion evalua cualitativamente el uso del curriculo durante un ano academico completo, por medio del analisis discursivo de entrevistas con los maestros y estudiantes participantes y observaciones de clase. Los resultados se utilizan para introducir el concepto de educacion para el bilinguismo, en contraposicion al de educacion bilingue, cuyas practicas se consideran inapropiadas para contextos monolingues. Abstract A research study of the impact of a curriculum designed to support Spanish/ English bilingualism in a private school in a medium-sized city in Colombia, a monolingual sociolinguistic context quite foreign to the actual use of English in communication, reveals positive changes in the language learning environments in the whole school, in the conceptions of teachers about language and its learning, and in the students’ acquired communicative skills and ways of learning in both languages. The curriculum connects learning events in Spanish and English and is based on authentic communicative performances2 in three areas of linguistic development: daily communication, communication in academic learning, and aesthetic and cultural expression. The study qualitatively assesses the use of the curriculum during a whole academic year through discourse analysis of interviews with the participant teachers and students and class observations. The results are used to introduce the concept of education for bilingualism, as opposed to bilingual education, whose practices are considered inappropriate for monolingual contexts.