How to Become a Teacher in the World?

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1 Language Proficiency Certification for Teachers teaching English in Chilean Public Schools English Opens Doors Programme Ministry of Education

2 Overview Background information Language proficiency certification process: facts & figures An invitation to universities

3 Teachers of English in Chilean Public Schools Región Docente de educación básica titulados, con mención inglés Docente de inglés titulados, de Enseñanza media Licenciado en inglés Traductor (o similar) en inglés Otros profesional es titulados con dominio de inglés* Otros (titulados en Educación, titulados en otras áreas) sin dominio de inglés No posee ningún título Total general Arica y Parinacota Tarapacá Antofagasta Atacama Coquimbo Valparaíso Metropolitana O'Higgins Maule Bibío Araucanía Los Ríos Los Lagos Aysén Magallanes Total docentes calificados Total general *Parvularias, profesoras básicas, técnicos de nivel superior, profesionales, profesionales sin licenciatura, entre otros.

4 Background information 1998 English made compulsory in public schools from Year 5. Increase in the number of hours in primary and secondary schools. New national EFL curriculum was introduced (focus on reading and listening skills). Huge demand for teachers of English. Incorporation of other professionals (e.g. translators). General primary school teachers began to teach English. Significant increase in the number of universities offering initial English teacher training programmes.

5 Background information In 2003, the Chilean Ministry of Education created the English Opens Doors Programme. Its main goal is to support and strengthen the teaching and learning of English in public schools. In 2009, adjustments in the national EFL curriculum gave equal emphasis to the development of all 4 skills. Standards were subsequently aligned with CEFR. Educational levels Primary education (Year 8) Secondary education (Year 12) Teachers of English CEFR levels A2 B1 B2

6 In-service teacher development initiatives 200-hours language courses for teachers (A1 to B2). 700-hours post-graduate diploma to teach English in primary. 2-day methodology workshops organised during summer/winter holidays (immersion context). Rural English: Training sessions for teachers plus development of a special material for students in Year 5 and Year 6 (It s My Turn). English Teacher Networks: Communities of teachers who meet on a monthly/bimonthly basis to share resources, materials, experiences, etc.

7 Language proficiency certification process This was motivated by the Ministry s need to better contribute to teachers professional development. The main goal was to identify the language proficiency level of English teachers working in the public sector across the country, in order to design more focused training programs. Teacher participation is voluntary. Intensive promotional campaign. Process involved two separate tenders: one to choose a placement test and one to choose an international certification exam. Both tenders awarded to Cambridge ESOL (2012): Cambridge Placement Test and First Certificate in English.

8 First stage: Placement Test Invitation to register online was launched in July First round of sessions began in September 2012 and finished in March The second round of placement test sessions ran from April 2013 to March Computer labs in schools and universities used as testing locations. Sessions organised by EODP according to a standardised protocol. Until March 2014, 4282 teachers have taken the test.

9 Placement Test: major challenges Getting teachers to understand the initiative s main objective. Getting venues with suitable technical requirements. Organising sessions based on teachers location. Getting teachers to actually attend the sessions. Some teachers were not used to taking tests online.

10 Second stage: International Certification Exam Teachers who obtained at least B2+ in the placement test were invited to take the FCE. In 2013, teachers who obtained at least 73 points were invited to sit for the FCE. FCE application in 2013 were carried out in April, May and June in all 15 regions. Number of teachers Registered for FCE Did not show up for FCE Sat for FCE Passed the FCE 2013 (B2/C1)) 783 Did not pass the FCE 2013 (B1) 48

11 Benefits for teachers and the Program Preferential access to all EODP initiatives. Placement test has gradually become a requirement to participate in the Program s initiatives. Implementation of training initiatives in cities not catered for in last few years (e.g. Coyhaique) teachers are expected to take an international exam between July 2014 / March New registration for placement test to be launched shortly. The main aim will be to reach those teachers who still haven t taken the test.

12 Overall Placement Test Results Evaluados CPT C2 C1 B2 B1 A2 A1 Pre-A1 Total % 24% 36% 22% 8% 3% 0% 100%

13 Placement Test Results (Universities) C2 C1 B2 B1 A2 A1 Total Universidades Zona Norte Universidades Zona Centro Universidades Zona Sur Total general C2 C1 B2 B1 A2 A1 Total Universidades Zona Norte Universidades Zona Centro Universidades Zona Sur 6% 27% 45% 21% 1% 0% 100% 7% 29% 41% 20% 4% 0% 100% 10% 37% 42% 10% 1% 0% 100% Total general 8% 31% 42% 17% 2% 0% 100%

14 Invitation to Universities If universities share their data bases of recently graduated teachers of English, the English Opens Doors Program could help these universities identify: What percentage of those graduates are currently teaching English in a public school (municipal or subsidised). The percentage of graduates working in public schools who have taken the placement test. The distribution of language proficiency levels among their graduates. What the Program would need is: An Excel spreadsheet with, at least, the RUT numbers of graduates. This information should be sent at least 2 weeks prior to Viviana s visit to every region.

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