English language learning and education policy in Chile: can English really open doors for all?

Matear, Ann

doi:10.1080/02188790802036679

Cited by 49 publications

(31 citation statements)

References 25 publications

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“…11-19). While Europe seems to be narrowing CLIL down to the content end of this continuum (see Koopman, Skeet, & de Graff, 2014;Ruiz de Zarobe & Cenoz, 2015), Latin America embraces CLIL from a broader stance (Mariño Avila, 2014;Curtis, 2012;Matear, 2008;Ravelo, 2013).…”

Section: Introductionmentioning

confidence: 99%

Sharing views of CLIL lesson planning in language teacher education

Banegas¹

2015

LACLIL

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Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees' perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers' voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.Keywords: language-driven CLIL; didactic transposition; lesson plans; language skills; language teacher education. ResumenLa Argentina tiende a adoptar el enfoque AICLE desde una preponderancia sobre el aprendizaje de otra lengua en la educación secundaria y el nivel superior. En este artículo investigo el desarrollo curricular y la planificación de clases con base en las percepciones y los planes de clases elaborados por un grupo de futuros docentes graduados para el espacio Didáctica como parte de su formación inicial como profesores de inglés. El objetivo es comparar las elaboraciones que este grupo de estudiantes realiza en relación con la noción de AICLE como un currículo lineal y los marcos propuestos en la literatura sobre AICLE. El marco teórico de esta contribución está guiado por el concepto de transposición didác-tica aplicado a AICLE y la literatura sobre secuencias didácticas de AICLE según las voces de los docentes. En este artículo se analizan las miradas que un grupo de 47 estudiantes del profesorado de inglés en el sur de Argentina posee sobre AICLE enfocado en la lengua. Los datos surgen a partir de una encuesta y los planes de clase pensados para estudiantes secundarios con una carga horaria de Inglés de dos horas semanales. Los resultados indican que AICL enfocado en la lengua sigue un currículo lineal, se centra en el contenido sobre el conocimiento explícito de la lengua, y se propone como espacio de repaso de la lengua con estudiantes más grandes.Palabras clave: AICLE orientado a la lengua; transposición didáctica; planificación de clases; prácticas del lenguaje; formación docente en lengua.

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Section: Introductionmentioning

confidence: 99%

Sharing views of CLIL lesson planning in language teacher education

Banegas¹

2015

LACLIL

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“…The result has been a de facto policy of elite bilingualism: those who can afford private schooling had access to quality English instruction, could develop competence and, thereby, could get better-paying positions that required English. Matear (2008) explains that the same generally holds throughout Latin America; at present, knowledge of English in Latin American countries largely reflects existing political and economic power structures. It remains the preserve of the elite with access to private schooling, and, as such, it demarcates and divides social groups by reinforcing an unequal distribution of wealth, resources, and L2 Journal Vol.…”

Section: The English Program In Public Primary Schools In Mexicomentioning

confidence: 98%

“More & Earlier”: Neoliberalism and Primary English Education in Mexican Public Schools

Sayer

2015

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As global English expands, developing countries feel the pressure that, in order to remain globally competitive, they must increase the number of people with English proficiency. In response, many countries have significantly expanded English instruction in public schools by implementing primary English language teaching (PELT) programs. This is particularly true in countries in Southeast Asia and Latin America, where national Ministries of Education have taken a "more & earlier" approach, integrating English into the public primary curriculum. Children start learning English younger and study the language more during their basic education. The author argues that this language education policy shift toward expanding English in the public education curricula in developing countries is best understood as a shift from past models of elite English bilingualism to policies intended to support the macroacquisition, or general proficiency in English. The rationale for this policy change is framed in terms of the "modernization" and "internationalization" of a country's public education system, and hence should be understood as part of the response to align education curricula and programs with neoliberal policies. The author examines Mexico's recent national English program for public primary schools as a case study in the implementation of neoliberal language policy. Participation in global markets increasingly happens in and through English. As global English expands, developing countries feel the pressure that, in order to become globally competitive, they must increase the number of their citizens who are proficient in English. At the individual level, families equate their children learning English with better job prospects in the future. In response, many countries have significantly expanded English instruction in public schools (Enever & Moon, 2010). This is particularly true in countries in Southeast Asia and Latin America, where national Ministries of Education have taken a "more & earlier" approach (Hamid, 2010), integrating English into the primary school curriculum. The simple logic of these programs is that the earlier children start learning English and the more years they study English, the greater their L2 gains will be. These educational programs, then, are directly connected to expanding economic 41 countries and argue that the status and role of English in Mexico is both enhanced and complicated by the geographical proximity and historical and current cultural ties with the United States, as well as the importance of Spanish as a regional and global language. I make the case that the Mexican program represents a policy shift from past models of elite English bilingualism to policies intended to support macroacquisition, or general proficiency in English. Next, I locate Mexico's adoption of its new public school program as part of a global move towards primary English language teaching (PELT). The PELT phenomenon is clearly reflected in the language education policies of developing countries-seen as "...

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“…With many countries such as the PRC (Mao & Min, 2004) and many other Asian (Rappa & Wee, 2006), African (Kwasi Opoku-Amankwa, 2009;Frydman, 2011) and South American countries (Matear, 2008) adopting language policies that promote the use of English, there will be increasing numbers of bilingual and multilingual speakers worldwide. For speech-language pathologists, it will become increasingly important to not only understand the developmental trajectories and characteristics of language impairment for language for monolingual, bilingual and Normative data in multilingual environments multilingual children, but the broader context of language change will need to be considered as language changes over time become more rapid in many developing nations.…”

Section: Discussionmentioning

confidence: 99%

“…Across Africa, many countries such as Ghana (Kwasi Opoku-Amankwa, 2009) and Namibia (Frydman, 2011) are introducing English-only language in education policies in an attempt to ensure equitable access to education in multilingual societies, as well as perceived benefits of competence in the "global language". South America has seen similar changes in language use, with increased use of English to a wider population through programs such as the "English Opens Doors Programme" in Chile, designed to permit equitable access to English instruction as well as a general increase in economic competitiveness (Matear, 2008). The changes in language policy in the People's Republic of China (PRC) are outlined by Mao and Min (2004), stating that foreign language education in the PRC has seen many changes over the past 60 years, related to political and social change.…”

Section: Introductionmentioning

confidence: 99%

Tests over time: Evaluating the currency of normative data in a complex multilingual environment

Brebner

Yeo

Goh

et al. 2015

International Journal of Speech-Language Pathology

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The diagnosis of language impairment is challenging in complex multilingual environments. With language policies promoting increased use of English and reduction in use of dialectal varieties of languages, rapid changes in language further confound assessment.This study explores the currency of normative data on an expressive language screening tool for English-Mandarin bilingual children in Singapore.Spoken language samples in English from 101 pre-school children were compared with those from 481 children in the original data collection in 2002. Scores for expressive vocabulary and expressive morphosyntax were compared for the two main language groups.Results indicate that the normative data for the English dominant children were still current. The data for the younger Mandarin dominant children showed improved test scores, indicating significant improvement in expressive morphosyntax in English.These results show that English language competency has changed over time for this population, and that this is a particular challenge in complex multilingual environments. Best practice in speech-language pathology would see development of language assessments specific to individual populations and language groups. These results demonstrate the need to monitor changes in language over time, and to update language assessments accordingly to facilitate the assessment and diagnosis of language impairment in these populations. Normative data in multilingual environments Background

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English language learning and education policy in Chile: can English really open doors for all?

Cited by 49 publications

References 25 publications

Sharing views of CLIL lesson planning in language teacher education

Sharing views of CLIL lesson planning in language teacher education

“More & Earlier”: Neoliberalism and Primary English Education in Mexican Public Schools

Tests over time: Evaluating the currency of normative data in a complex multilingual environment

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