The purpose of this paper is to argue that the traditional division between bilingual education programmes offered to speakers of majority languages and those available to minority language speakers in Colombia should be reconsidered within a wider, integrated vision of bilingual provision. Initially, developments will be situated in relation to the sociolinguistic context of language use in the country. This will be followed by a brief historical account of how and why bilingual education started in ethnic minority contexts in relation to present developments, with a consideration of both advances and certain difficulties which need to be resolved if these programmes are to become more effective in the future. The main focus of the paper is on the situation of bilingual programmes for majority language speakers, particularly learners of English, related to both a historical perspective and current situation and effectiveness. Finally, possible areas of convergence between the two traditions will be indicated as ways forward for the future.