<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982021000100138</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2021.171.59449</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La implementación de políticas lingüísticas en el contexto universitario - La incongruencia en el uso de los exámenes de certificación de lenguas extranjeras]]></article-title>
<article-title xml:lang="en"><![CDATA[The implementation of language policies in the university context - Inconsistency in the use of foreign language certification exams]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza Ramos]]></surname>
<given-names><![CDATA[Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Lenguas, Lingüística y Traducción ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<numero>171</numero>
<fpage>138</fpage>
<lpage>157</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982021000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982021000100138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982021000100138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tiene como objetivo mostrar cómo las políticas lingüísticas deben conducir a una correcta planeación lingüística y no respaldarse simplemente mediante exámenes de certificación de lengua extranjera. El estudio se llevó a cabo con 11 mil 707 estudiantes de la UNAM que presentaron el examen de comprensión de lectura en lengua extranjera con fines de titulación o de ingreso a un posgrado. Los resultados muestran que prácticamente el único idioma extranjero que los estudiantes utilizan durante sus cursos académicos es el inglés; y que certificar si se tiene dominio de otras lenguas distintas cuando ya han finalizado sus estudios no parece ser pertinente si el objetivo es que utilicen esta habilidad durante sus estudios. Se sugiere un cambio epistemológico en la concepción del examen de certificación de lengua para que se utilice preferiblemente con fines diagnósticos y no con fines de titulación o de ingreso a un posgrado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to show how language policies should lead to correct language planning instead of just being based on foreign language certification exams. The study was carried out with 11,707 UNAM students who took a reading comprehension test in a foreign language for the purpose of graduating or entering a postgraduate degree. The results show that practically the only foreign language that students use during their academic courses is English; And that certifying if they have command of other languages when they have already finished their studies does not seem to be relevant if the objective is that they use this skill during their studies. An epistemological change in the conception of the language certification exam is suggested so that it is preferably used for diagnostic purposes and not for graduate or postgraduate entry purposes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Certificación]]></kwd>
<kwd lng="es"><![CDATA[Exámenes]]></kwd>
<kwd lng="es"><![CDATA[Lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[Papel del lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Políticas de evaluación]]></kwd>
<kwd lng="es"><![CDATA[Planeación educativa]]></kwd>
<kwd lng="en"><![CDATA[Certification]]></kwd>
<kwd lng="en"><![CDATA[Exams]]></kwd>
<kwd lng="en"><![CDATA[Foreign language]]></kwd>
<kwd lng="en"><![CDATA[Role of language]]></kwd>
<kwd lng="en"><![CDATA[Assessment policies]]></kwd>
<kwd lng="en"><![CDATA[Educational planning]]></kwd>
</kwd-group>
</article-meta>
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