English Language Learning in Latin America

English Language Learning in Latin America

SEPTEMBER 2017 Kathryn Cronquist and Ariel Fiszbein

Contents

03 Preface 04 Executive Summary 08 I. English Language Learning In Latin America 20 II. English Language Learning Policy Framework 36 III. English Teachers In Latin America 46 IV. Lessons From English Language Learning Programs 54 V. Recommendations 64 References 75 Appendix A: Methodology Of Indicators Of Progress 77 Appendix B: Glossary Of National Ell Programs 78 Appendix C: List Of Interviewees 79 Endnotes

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ENGLISH LANGUAGE LEARNING IN LATIN AMERICA

Preface

English language learning has become an important strategic issue across the Latin American region. Countries have developed national strategies, created programs and made important investments to expand access to English learning opportunities. This report provides an overview of the state of English language learning in ten countries in Latin America, with a particular focus on assessing the policies in place and identifying key bottlenecks affecting the opportunities for high-quality programs. The Inter-American Dialogue and the authors see this report as a contribution to a much-needed debate across the region on how to improve the quality of English language learning.

The report was made possible thanks to the generous support from Pearson.

The authors gratefully acknowledge the research support of Tania Pruitt, intern at the Inter-American Dialogue. The report benefited greatly from information and feedback provided by Lucia Acurio, Dante Antonioli, Cristina Banfi, Marlene Barriga, Claudia Brovetto, David Calder?n, Rosa Mar?a Cely, Santiago Cueto, Alejandra Echag?e, Rodrigo F?brega, Leonardo Garnier, Santiago Guti?rrez, Maria Oviedo, Pia Macias, Camila P?rez Torres, Karina Pi?a P?rez, Gloria Salazar, Marcela Salgado, Cyndi Smith, Sarah Stanton, Andrew Starling, Marelisa Tribaldos, Fernando Valenzuela and Horacio Walker.

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ENGLISH LANGUAGE LEARNING IN LATIN AMERICA

Executive Summary

English proficiency is increasingly necessary for business and international communication and, in that regard, linked with prospects for economic competitiveness and growth in the global economy. Interest in learning the language continues to grow throughout Latin America. The region has made considerable efforts to improve English language learning through policies and programs, resulting in more people in the region having access to English language learning (ELL).

However, test results indicate that English proficiency is very low. The educational system is simply not producing students with adequate levels of English proficiency. Schools are often unable to provide the necessary English classes, while those that do exist are often of poor quality. Learning opportunities outside of the educational system, although increasingly available, are unable to make up for deficiencies within formal schooling.

Improvements in ELL policy and programs are necessary to improve English proficiency levels. Furthermore, quality implementation of these policies and programs is essential to overcoming the barriers faced throughout the region.

How can countries implement effective policies and programs to improve learning levels? Through an analysis of ELL policies, teacher effectiveness, and learning programs, this report looks at best practices and weak areas throughout Latin America. Finally, this report makes four recommendations to solve policy bottlenecks, address the teacher shortage, find other learning opportunities, and create a space for sharing and learning across countries.

English Language Learning Policy

A well-developed policy framework is essential to guide English teaching and learning. An evaluation of the ELL policy frameworks of ten Latin American countries, including Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Mexico, Panama, Peru, and Uruguay, demonstrates the advancements in ELL policy as well as the gaps and bottlenecks to improving English proficiencies.

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ENGLISH LANGUAGE LEARNING IN LATIN AMERICA

Argentina Brazil Chile Colombia Costa Rica Ecuador Mexico Panama Peru Uruguay

English Language Learning Policy Framework: Indicators of Progress

Legal Foundation

English Mandatory by Law

u

u

u

u

National Plan or Strategy

X

X

X

u

u

Standards for Learning

Learning Standards and Objectives Teaching Supports, Including Curricula and Programs of Study Student Achievement

u

u

X

X

u

u

u

Standard of Measurement

X

X

X

Proficiency Goals

X

X

X

Proficiency Assessment

X

u

u

u

X

X

Teacher Qualifications

Teacher Education Standards

X

u

X

u

Proficiency Goals

X

X

X

Proficiency Assessment

X

X

u

u

X

X

X

Yes, this topic has been successfully addressed u There has been some progress in the right direction, but it is not yet sufficient X The adequate conditions do not yet exist for this topic

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ENGLISH LANGUAGE LEARNING IN LATIN AMERICA

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