The Economist examines international english language teacher training
"Armando Velázquez, a mid-career English teacher, refuses to speak a word of Spanish in the classroom and makes the whole of his lessons conversational. At the start of one of his first classes, a pupil mimes vomiting when asked whether he likes English. By the end, the youngster is merrily using it to describe Lionel Messi, an Argentine footballer, as fast, rich and famous.
A year ago Mr Velázquez benefited from an English-language course that he says changed not only his teaching, but his life. Provided by the Inter-American Partnership for Education, it taught him conversational and theatrical methods that he now passes on to his colleagues. Such on-the-job training has also produced results in Chile and Malaysia, says Mr Knagg."
Read the full article here!
sorry - learning english in mexico
mexicanos primero releases
10 February 2015
The organization Mexicanos Primero release a report showing that English is taught "too little, too poorly and too late."
97% of students did not reach the level foreseen by the curriculum of the SEP (the Mexican Ministry of Public Education) and
52% of teachers do not even reach level B1 (that expected for a student in 9th grade).
86% of public schools in basic education do not have even one English teacher.
Mexicanos Primero is leading the fight for a plurilingual Mexico, starting with the release of their report.
Visit the Mexicanos Primero website for more information on their work.
Read the full, original speech in Spanish here.
worldfund is On to a new year and new successes
2014 was a big year for the Worldfund team. Click the link below to learn more about what we changed over the past year and, more importantly, what changed us. Join us today in making 2015 even better.
final idb evaluation finds iape program is exceeding expectations
The Inter-American Development Bank (IDB) has officially released the final, peer-reviewed evaluation on the IAPE program. This was the first ever intensive study conducted on in-service teacher trainings in Latin America. It is also the first in the world to show positive results.
In 2011, the Inter-American Development Bank (IDB) began a randomized control trial (RCT) evaluation of the IAPE Intensive English program. The independent evaluation sought to measure the effects of IAPE training on students’ and teachers’ English skills and teachers’ pedagogical practices. The study was conducted with the cooperation of the Mexican States of Puebla and Tlaxcala and involved 144 high school and middle school teachers and their students. RCTs are the most rigorous evaluation available and the authors found only three previous RCTs on the effects of in-service teacher training on student learning. All three previous studies were conducted in the United States and none found measurable results. To the authors’ knowledge, this is the first study of its kind ever conducted in Latin America and the first to show measurable results.
Here are some highlights from the findings, collected an average of 7.5 months (30 weeks) after teachers' participation in IAPE training:
Teacher Instruction is More Dynamic
- Compared to the control group, IAPE-trained teachers spent less class time having students work in their notebooks or books while seated at their desks and more time engaging them in dynamic activities. They spoke more English in class, used didactic materials more and textbooks less, and demonstrated more confidence, command of class and stage presence while teaching.
Students are More Engaged
- Students of IAPE teachers spent more class time listening and engaged in conversations in English, displayed more excitement for learning, and devoted more time to studying English outside of class.
Student Learning Outcomes are Stronger
- After an average of 7.5 months (30 weeks) of exposure, students of IAPE teachers had progressed 10 more weeks in reading, speaking, and listening skills than students of non-IAPE teachers.
Students are More Confident about the Future
- Students of IAPE teachers reported higher expectations of having a job at age 30 and attending university.