Developing English Teacher Competencies:

A Ministry of Education Initiative

Rosa María Cely H.

Barranquilla, November 10 - 2009

Agenda

1. Language Policies

2. Classroom Realities

3. Impact of English policies4. Teachers’ Attributes

5. Professional Standards

6. Challenges

7. Final Remarks

Local Education Authorities

and Communities

Ministry of Education

(Spanish, Sign Language, English)

Language Policies

Ministry of Culture

Protection of68 languages

(65 Indigenous, 2 Creole,1 Romani),

advanced

initial actions

Bogotá Bilingüe

Neiva speaks English

Huila habla Inglés

MedellÍn City

Quindío Bilingüe

Some Regional Programmes…

MonteríaBilingüe

Yumbo Bilingüe

Duitama “Dialogando

con el mundo”

BarranquillaBilingüe

Basic Education11th Grade Students: Intermediate level (B1)

English Teachers: High Intermediate (B2)

Higher EducationFuture English Teachers: High Intermediate (B2-C1) Other university students: Intermediate level (B2 +)

Language InstitutesLanguage Programmes accredited

Specific Goals by 2019

• Misinterpretation of language policies

• Communication channels in need of improvement

• Lack of understanding about Bilingual Education andBilingualism in the Colombian context

• Isolated teachers working in difficult conditions• Lack of primary school English teachers • Lack of English language environment in the schools/classrooms• Modest pupils/teachers language competences improvement

Realities (1)

• Progress made by geographical regions differ considerably

• ELT & learning still marginalised, especially so in the rural areas

• Still mismatch between the stated National Standards and their incorporation in the classroom

• Learning for the examination/Teaching to the test phenomenon• Gap between theory and practice• Some political decisions at regional level affect the projects

Primary and Secondary

• Lack of full time English teachers

• Traditional teaching methodologies

• Lack of solid language policies within universities

•Teachers’ and last year language programme students’ low English levels

• Lack of CPD opportunities for university English teachers• Lack of coherence and cohesion within Licenciatura curricula• Language departments selling courses to the public; meanwhile internal language programmes undernourished

Realities (2)

• Teaching Practice underestimated

• Licenciatura programmes working in isolation

• Research not contributing directly to programme improvement

•Scarce resources to teach languages

• Lack of international agreements for teachers/students exchange programmes

• Language policies for other university students in need of attention

Higher Education(Licenciatura Programmes)

English Language PoliciesImpact (1)

1. Policy makers• Understanding of the field• Understanding of real context and diversity• Communication with the ELT community• Criteria for investing budget

2. Schools• Review of institutional projects (PEI)• School administrators’ empowerment• Parents involvement• Other subject area teachers• English teachers• School curriculum

Impact (2)

3. Universities & other higher education institutions

• Programme administrators

• Review of foreign language policies

• Language teaching programmes

• Academics and researchers (papers, articles, projects)

4. Mass Media

• Newspapers & Magazines

• Radio & TV

• Internet

Impact (3)

5. Children• Exposure to English• Higher levels of motivation• Better resources for learning• Active classes • Communication in English takes place

6. Other Actors• Language institutes• Private bilingual schools• Regional and national ELT associations• Publishing houses• The private sector (commerce, tourism, etc.)

Teachers’ attributes (1)

Reflexive and critical of the

context

Facilitator, educator

Creative and resourceful

Competent in English at high levels

... competencies, skills, knowledge…

Pedagogically integrates

MTIC in class

Innovator

In continuous professional developmentPositive and

proactive attitude

Works with teachers of other areas

Belongs to academic networks

Teachers’ attributes (2)

Handles errors

positively

Learns from other subject

areas

Puts students at the centre

of the process

Provides a variety of

activities for students

... competencies, skills, knowledge…

Good example of

autonomous learning

Inspires and motivates

Recognises and caters for different

individual styles and strategies

Touches students’

hearts

Learns along with students

Patient, sensible and warm hearted

Professional Standards for English Teachers (1)

Professional Attributes• Relationships with children and young people• Frameworks (law, LEAs, etc.)• Communicating and working with others• Personal professional development

Professional Knowledge and Understanding• Teaching and learning• Assessment and monitoring• Subjects and curriculum• Achievement

Professional Standards for English Teachers (2)

Professional Skills• Planning• Teaching• Assessing, monitoring and giving feedback• Reviewing teaching and learning• Learning environment• Team working and collaboration

• Expansion of the Project in the regions

• Implementation of the National Standards for English

• Working closer with LEAs to assure quality of education

• Build strong networking processes to widen the scope and reach of the project

• Consolidation of policies for Initial and In-service Teacher Development Programmes• Guidelines for bilingual education development and implementation in state schools• Documentation and communication of policies to provide for a better implementation

Challenges…

• Continuous academic support to state school teachers

• Support to ELT regional associations of teachers

• Offer CPD programmes, based on needs analysis and context

• How to solve the teacher supply problem at primary level?• How to fulfil teacher training demands?• How to prepare future language teachers competent to face the country’s demands?• How to go beyond good intentions at all levels?

The teachers!

Moving forward…

Transition period

CONCLUSIONES

 

• Si el país quiere ofrecer educación de mejor calidad debe hacer inversiones y esfuerzos sostenidos para apoyar a los docentes desde su formación inicial hasta su desarrollo permanente a lo largo de la vida.

• Sólo si la labor del Maestro se ubica como una prioridad central nos podremos acercar a las demandas del mundo moderno.

::: References

1. Council of Europe. (2001). Common European Framework of References for Languages: Learning, Teaching, Assessment. Cambridge University Press.

2. GRADDOL, David. (2006). English Next. British Council.

3. Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Imprenta Nacional.

4. Ministerio de Educación Nacional. (2009). Portafolio Maestrro. http://www.mineducacion.gov.co/adelantemaestros

5. Ministerio de Educación Nacional – Universidad de Los Andes. (2006). Estudio investigativo sobre el estado actual de la Educación Bilingüe Inglés-Español en Colombia. Estudio sin publicar.

6. SAN MARTÍN, Ricardo. (1999). Research on the Good Language Teacher. EPOS.

7. Organización Estados Iberoamericanos. (2008). Metas Educativas 2021.

8. Research Project, Grant-in-Aid for Scientific Research English Edition (Jacet SIG July 2009), Developing English Teacher Competencies.

www.mineducacion.gov.co/adelantemaestros

                                            

                                            

                                                

The National Bilingual Programme has offered…

...teachers the opportunity to see the

teaching profession

at the centre of the discussion

…Colombian children the possibility to develop

a basic skill for life

THANKSTHANKS

Rosa María Cely H.rcely@mineducacion.gov.co

• www.mineducacion.gov.co • www.colombiaaprende.edu.co/bilinguismo