MONICA FRENZELUNIVERSIDAD ANDRES BELLO

SANTIAGO, CHILE

BILGI ELT MAY 11 , 2013

From Designing to Implementing a new English Teacher Training Program: the Challenges of Change

Chile, Southamerica

Why is English important in Chile?

+ The third highest GDP per capita in Latin America in 2012+ The 30th most competitive country in the world in 2011

- Slow to achieve internationalization partly due to linguistic barriers (i.e. English)

- Ranked 39th in English competencies among 54 countries (Education First, 2012)

- Only 4% Chile’s workforce speaks English- 11% 11th graders are at A1-A2 (CEFR) (2010)

Chilean Ministry of Education Iniciatives

English summer/winter campsTraining courses (English and methodology)Semestre-abroad scholarshipShort stays in English-speaking countriesCompetitive grants (financed by World Bank):

Design curriculum based on competencies (2006) Implement the new curriculum (2008)

Designing the curriculum

SurveyCompetenciesGraduate profileBottom-up approachTraining Incorporating new topicsMerging topicsEarly teaching observation and practice

 The competencies acquired by the student who has finished the program:

C1.To communicate clearly and effectively both in his or her native language and the language that he or she teaches with a high level of linguistic and communicative competence.

  C2.To apply knowledge of the area of study, methodology and linguistics in the classroom,

working in teams to identify opportunities for the development of effective pedagogical practices.

C3.To plan clear and motivating lessons, formulating learning objectives, and then implementing and evaluating these.

C4.To design and select didactic materials, incorporating new technologies, demonstrating creativity, understanding his or her students’ interests and cohering to the proposed objectives.

C5.To possess cultural knowledge of English-speaking countries, which allows him or her to work in international contexts and to value diversity.

C6.To reflect critically on his or her pedagogical practices, generating new knowledge for his or her professional development and contributing to educational innovation.

Challenges of design stage:

Involving all teaching staffChange of paradigmTime required for collaborative work

Implementing the curriculum

Still in processTransitioning students from old to new

programMonitoring students’ adaptation to new

programSystematic meetings with teachersAdditional activities for weaker studentsInterviews and test to assess English and

vocation

Challenges of implementation stage

Teachers’ adaptation to new approachLimited time for collaborative workStudents low communicative competenciesDifficulty in adapting to new program (2nd

year students)

Main differences Traditional Approach (old

program)

- Importance of transferring content and information

- Teacher-centred- Heavy reliance on textbooks- Decontextualized exercises- Focus on structure and final

product- Learners seen as deficient, lacking

knowledge, vessels that need filling - Learners work in isolation - Uniformity of knowledge for all is

the goal - Assessment is information and fact -

based

Sociocultural Approach (new program)

- Knowledge is co-constructed- Learner-centred approach to teaching - Authentic and student-generated

materials at the basis of learning - Group dynamics are critical - Experience of learners is the basis on

which to build knowledge- Emphasis on creativity- Focus on the process of developing

communication and building skills/COMPETENCIES

- Learners seen as rich sources of experience with individual strengths and interests

- Assessment is open-ended and creative

Quality Assurance System

Conclusions

Students are developing increased competencies and confidence to use English

Students who transitioned still present difficulties

Teachers are incorporating technology-based learning

Some teachers are adapting faster than others to the change of approach

What lies ahead?

Constant supervision and monitoring QAS implementation just startingImpact to be measured in the near future

Thank you

“Become a student of change. It is the only thing that will remain constant”

(Anthony D'Angelo)