A talk given at the IATEFL Conference, Glasgow, 2012

1. New World, New Media
Paul Woods Regional English
Language Advisor, The British
Council, Argentina

2. Digital media
 Based in Argentina, supporting British Council ELT
initiatives in the “southern cone” of Latin America,
and promoting the use of British Council’s digital
and non-digital products for learners and teachers.
 3 areas:
1. Rapid spread of new technologies
2. Research into the use of LearnEnglish and
Teaching English websites in Argentina, Mexico
and Colombia
3. Initiatives in Argentina, Uruguay, Chile and
Paraguay to supply primary school children with
laptops

3. 1. The Rapid Rise of Digital
 Technological advances have led to a
communications revolution
 Traditional forms of media are giving way to
content consumed through personal internet
devices, like computers, smartphones, tablets, I-pads.
 15 years ago the idea of a resource centre
without walls was revolutionary!
195
 We are not dealing with a new trend, but a totally
new reality

4. The shoal effect
“The shoal effect comes from
observing nature: the path of
each fish is tied to the
movement of the next fish, they
all move at the same time and in
the same direction. Just like
social networks.
Communication takes place
between friends”
Juan Carlos Ortiz, President of DDB Latina

5. The shoal effect
Juan Carlos Ortiz, President of DDB
Latina:
Consumers analyse the
experiences and opinions of
others and obtain information
through their digital social
networks; in other words
consumers are deciding as a
group to go toward or move
away from specific content.
• Consumers analyse the experiences
and opinions of others and obtain
information through their digital social
networks; in other words consumers
are deciding as a group to go toward or
move away from specific content.

6. Six degrees of separation
Frigyes Karinthy (1930) “Chains”. It’s a small world.
Every human is connected to every other through a chain
of six or fewer known elements.
Adrian Underhill’s opening plenary -
connectedness as a way to make sense of “mess”
In a world with 7 billion inhabitants, all the signs seem to
indicate that we are all still connected at only 6 degrees of
separation.
• This means creating content for language teaching and learning
over which individuals can take ownership, making them
participants in their own learning and sharing information and
learning activities with others in their networks.

7. The Not-So-Distant Future
The Universal Translator
Speechtrans
http://www.youtube.com/
watch?v=j4-
rr9L85xc&feature=player
_embedded#!

8. At the cutting edge of innovation
Using tele-presence technology to enable
remote teaching
Using handheld devices to enable learners
to learn anytime, anywhere
Integrating language learning with social
networking

9. Apps and TV
LE Podcasts

10. 2 The LearnEnglish Website
Country/Territory Visits Pages/Visit Avg. Time
on Site
% New Visits Bounce
Rate
Colombia 292,160 7.64 09:32 53.02% 31.51%
Brazil 242,977 6.41 07:55 53.62% 34.20%
Argentina 206,374 7.54 09:01 52.12% 30.28%
Chile 146,285 7.78 09:26 56.40% 30.51%
Peru 56,916 6.91 08:43 62.03% 33.99%
Ecuador 19,397 6.15 08:08 62.27% 37.32%
Uruguay 18,880 7 08:38 49.54% 32.00%
Venezuela 17,253 6.19 08:22 59.10% 36.31%
Paraguay 2,800 5.96 08:31 53.07% 33.07%
Bolivia 2,301 5.72 08:54 63.23% 37.24%
French Guiana 614 6.55 08:29 45.28% 37.13%
Guyana 304 5.3 08:04 68.75% 44.41%
Suriname 240 4.78 06:10 69.58% 45.00%
1,006,502 7.23 08:54 54.22% 32.14%

11. Research – Jan/Feb 2012
Datos Claros organised 18 focus groups with website
users and non-users in Argentina, Mexico and Venezuela.
All groups were coordinated by specialists in motivational
techniques and recorded for subsequent analysis.
Users Non-Users Mixed
Kids Youth Teachers Kids Youth Teachers Kids Youth Teachers
Argentina
Mexico
Venezuela
1
1
1
1
1
1
1
1
1
1
1
1
1
2 1
1
1
--
--
--
--
--
--
--
--
-- --
Total number of groups: 18

12. Teaching Methodologies
“That ‘click’ that the song
provides is fantastic… The way it
gets students involved and the
way it lasts over time.”
“I love technology so that’s
where I got pulled in… I take
my laptop. We start a blog at
the beginning of the year… to
find out how students want to
work.”
“I use the Fun activities a lot,
because I am interested in
having my students smile.”
“Thank God we have that
website (BC). We never had a
tool as powerful as Internet in
the past.”
“For me, grammar is
essential… I teach grammar.
Without grammar, we can’t
phrase the question right and
students can’t answer
correctly.”
“I use stories. I get into the story
and then do a listening exercise. A
game.”
“We work with a book and
follow the program… we do a
lot of work in books, using
audio and workbooks.”
“Text books, reading books.”
“I am all about structure. I am one of those
people who write the basic formulas for
verb tenses on the blackboard.”
“Playing with the computer.”
“Songs, videos”
“I teach in a constructivist style. It’s all
about discovery and problem-solving so
students can discover both new
vocabulary and structures.”
Based on the structuralist theory (repetition
exercises) and on constructivism (learning
through error) are predominant in the
educational process of all three countries.
Techniques have become more flexible with the
addition of fun learning spaces and technology
Fun
Online

13. Tools for Teachers
All use books, workbooks and CDs
Some use public and institutional websites
“I work mainly with AGENDAWEB, and TOLEARNENGLISH, with the BRITISH
COUNCIL website and the ESL website.”
“The books that we use have the option to enter a website.”
“I use Internet to search for readings, games, grammar practice."
“I put together educational Facebook visits. If they write things, they can ask
questions and respond to them.
The selection of how to display materials depends on the
technology teachers have available for use in the classroom
“We use interactive
presentations. We have
projectors in the classrooms
and interactive blackboards.”
“Multimedia and
books, and some
already have their
materials online.”
“We have an
advantage: the BC
had interactive
blackboards”

14. Doubts: What Teachers Recommend
“We try to be in touch with students and make ourselves available via mail or
phone so they can get in touch with us and resolve their doubts.”
Teachers want to play a starring role in language instruction.
There is a certain reluctance to recommend spaces where students
can learn on their own.
“We give them a reference, an online dictionary: www.wordreference.com”
“I always assign activities for homework.”
“I do a lot on the computer. I open a website and I put that class on a note card
and I put everything we did in that class and send it to the students.”
“An English language dictionary is essential so they see how to write the work.
The internet has become the alternative for resolving doubts, thus
replacing (to some extent) book and workbooks.
“They have to sit down at the computer the way we used to sit down with a
dictionary.”
“They have the books. We go over questions from the homework during the first few
minutes of class. I also recommend using the BC website.”
“They all have the student’s book and the workbook, which provides supplementary
exercises. These are really important tools: if they don’t understand something, they
can go back. The BC has a plethora of pages open to everyone, with exercises and
applications for practicing on the IPod or phone.”

15. Satisfaction with the Available Tools
Teachers believe that they have more than enough tools available to
meet their demands.
Plenty of technology is involved, making the teaching process easier.
“Teaching is now closely related to technology..”
“Nowadays there is a lot of bibliography adapted to new technologies.”
“There is a book with an interactive program, which is excellent because it gets students
involved.”
“…Now the computer works like a book. You have a grammar exercise with examples
and the actual exercises can be printed. There is a lot of multiple choice as well. There
are titles with suggestions on how to write a story.”
Teachers would like to see…
A greater selection of interactive materials.
Audio tools to help students in oral production.
“More comprehensive, interactive books”
“…Listening exercises… Putting on the CD from a certain book but instead of reading, they
listen.”
“Websites with dialogue and recordings… because the secret is training your ear. In other
words, it’s all about understanding what someone is saying.”

16. Study Methodology: What Young People Think
Textbooks provide a
theoretical framework along
with an audio CD, in work
guided by a teacher.
A learning space that often
replaces face-to-face
encounters.
Some students participate in
blogs for practice.
Activities that go beyond
formal learning methods.
Songs, movies and TV series.
.
Online
“I have a teaching book called
Total English”
“…I try to practice by watching
movies with subtitles in
“My teachers recommend English.”
books.”
“At Wall Street, almost
everything is online. You have
a user name and password
and you connect to class with
“I like watching movies, first earphones and a mike.”
without the subtitles and then
with.” “On the BRITISH COUNCIL
website, you can download all
the podcasts and print out the
lessons.”
“The music… I hear them in
English and try to understand
them and then I search for the
lyrics.”
“We have a book with different
lessons.”
“We have a blog and all the
posts have to be in English.”
“I take classes… twice a week
and the teacher gives the
actual class.”
“I use the game section of
LEARN ENGLISH when they
ask use to do writing.
“Through repetition. I have
been assigned tongue twisters
in English.”
Fun

17. Tools for Young People
All use books, workbooks, CDs, PCs to study
Websites, online materials, radio and e-books are
replacing traditional printed textbooks.
“I use Internet more than I did five years ago, when I used books.”
“I connect to Internet… to the BBC, radio 2… and the truth is, that’s how to train
your ear.
“I always go to the BRITISH LEARN ENGLISH website or the BBC.”
“If I’m busy, I choose music on Channel 3”

18. Doubts: Where Young People Get Answers
“Yo le pregunto a mi abuela.” (V M) All use Internet for content and grammar, and to look up words
they don’t know.
Some use Google translate but have doubts about its accuracy.
“When I don’t understand something… I visit the websites of the BRITISH COUNCIL,
CAMBRIDGE, BBC… A few good ones are WORDREFERENCE, YAHOO ANSWERS”
“I use the Google translator… It’s bad, really bad.”
“”We do a page in the group and we fill in all our questions and everyone provides the
answers… It’s a facebook page where you ask a questions and people answer it and
correct you”
”If I’m at home, I get out the dictionary but I prefer Internet. I don’t have a specific website, I
use the Google translator”
Teachers are often consulted as well.
“Le pregunto al profesor on line” (M V U)
The selection of tools is sufficient to respond to their questions.
They combine traditional instruction with technologies and spaces
where they can meet to practice

19. Study Methodology – Young People
Fun Online
“Always Internet. I look for
games and sometimes I look
up words I don’t know.”
“Websites with games. The
British Council website has
games and songs… puzzles. I
always use Internet as a
translator, the Google Chrome
translator.”
“Sometime they tell me what
website to visit… I don’t
remember the name of the
site, but all the words are
there… It’s like a dictionary.”
“The books are fun. They have
funny comics and a lot of
colours.”
“We have to draw in my book.”
“It has word searches.”
“They put on music in English.”
“Movies.”
“Memory games, number and
letter games. It was a lot of fun
because we would compete
against one another.”
“I watch the series.”
Focussed on the use of
books, workbooks and CDs
that go with the texts.
An additional space for
learning among older children.
They use Internet to find
answers and for fun.
Activities used to supplement
traditional tools Songs, movies
and series.
Memory exercises.
“Doing exercises in the
books”
“Sometimes we work at the
blackboard”
“Using photocopies, reading”
“We have a practice book for
reading and another book for
exercises”
“The dictionary. To learn new
words”
“There are exercises where
you have to listen and answer”

20. How young people like to study
Expectations related to the studying process are covered and
students find answers in both traditional and fun spaces.
The Internet is not generally considered an option for studying.
“With my English book. It has exercises and I like to do them.”
“Writing, reading.”
“I like listening… Because it’s easy to learn… It’s easier to imitate the pronunciation…
Develop my ear.”
“Reading, because I like to read.” “I like books”
“I would like to study with games, songs and
comics.”
“Playing, word searches, crosswords.”
“Games.”
“Dancing.”

21. Evaluation of the
Teaching English site

22. What teachers said
Main use: To find material to give to students
“I use it for exercises for all grammar topics. It depends on the level, I choose according to the
difficulty I need.”
“I try to give them the most up-to-date contents from the month or week.”
Those who use Google as their main search engine get exercises and dictations
High level of brand recall They recommend using it daily
“MAC MILLAN”
“BRITISH COUNCIL”
“TOLEARNENGLISH”
“SHERTON ENGLISH”
“LA MANSION DEL INGLES”
“BRITISH – everyday.”
“We recommend 20 or 30 minutes every day."
“…I tell parents that their children should play on the
Interchange or Cambridge website. Thirty minutes
every day.”
“Once a week for sure. Either for games or for reading.”
“SPELLING CITY”
“TELL ME MORE”
“ENGLISH WE SPEAK”
They question the accuracy of the material and the way students
make use of Internet due to their language limitations
“Internet is a double-edged sword. You see all sorts of stuff, but there is a lot of junk out there.”
“…I don’t usually recommend it… For example, I never recommend online translators…”
“ ELS
“BBC”
“UK”
(the minority)

23. Where students go to find out
“The computer because it’s smart even though it doesn’t have a brain.”
“Yo le pregunto a mi abuela.” (V M)
Most common doubt: meaning of a word. Google Translate is
the biggest helper, the place where most students find answers.
“When I don’t know what a word means, I use the Google translator. I write the word and it
tells me what it means in Spanish.”
“Sometime I use the computer… I search for a word… I almost always use Google
because there’s this thing that translates from Spanish to English.”
“I prefer the Google translator”
The family provides answers when studying at home.
“My mum is an English teacher.”
“Sometimes I do homework with my mum and sometimes with my dad.”
“My mum knows a lot of English.”
Once they leave the classroom, students generally do not
consult their class teachers when they have questions.
“When I have questions, I ask my private teacher.”
“I ask my private teacher.”

24. The Ideal Website for Teachers
They focus their needs around the contents.
Design: they describe these contents in very basic ways,
with phrases like “plenty of icons” and “attractive.”
Free
Contents
Trustworthy
Up-to-date
Separated by
levels
Short and
concise
Separated by
subject
Corrections in
English and in Spanish
Clear enough to allow
the student to use it
on his/her own
Provides offline
continuity
Fun
Videos
Songs
Interactive
material
Continuity of
material

25. Website Selection A Global Overview
“In terms of the quality of the material, I give it a 10, and in terms of
education, it’s definitely a 10 as well.”
“It’s known to be a serious institution.”
“It’s more for reading and exercises, but not so interactive.”
“It’s more focussed on corporate employees.”
www.saberingles.com.ar
www.moviesegment.com
“All of the instructions and grammar explanations are in Spanish.”
“It’s in both Spanish and English, so depending on the level, students can
access both the Spanish and the English (…) It’s all integrated.”
“It’s fantastic for class work. You take a segment (from a movie) and use it as a
trigger for grammar topics.”

26. What should the ideal website offer?
A website should…
Be segmented by age groups to make teaching easier
Have an attractive design along with entertaining activities
Allow students to practice all language skills
Be interactive so kids can leave their feedback
and teachers can read it
British Council meets these needs.

27. Evaluation of the
LearnEnglish Site

28. Students Use of Internet for Studying English
“I choose to study on Internet… because it’s always there.”
Allows them to continue practicing English at home
“I have a cell phone app with listening so I continue practising on the street.”
“To improve our English.” “It’s a point of reference..”
“When I’m at work, I always check the site.´
Low level of brand recall High number of visits
“British Council” “Livemocha”
“Bussu” Berlitz”
“Quik Learning”
“The British Council site, every day.”
“Once a week.”
“At least 45 minutes.”
The book is still the preferred medium when it’s time to study.
“I try not to leave aside the books.”
“Internet gives you extra support but I do my studying with books.”
“It’s supplementary, you still need the book.”

29. The Ideal Website for Learners
They are demanding in terms of content.
Backed by an
institution
Free
Audios
Educational
Interactive
Segmented by
language level
Recreational
Spell check
Translated into
Spanish
Up-to-date
Adult
In terms of design, their demands are simple: “use of icons” and “colourful”
Colourful Icons
“Using body parts.”
“Words with their
translation.”
Content
Design

30. Free
Websites
Paid
Websites
The Website Universe – A Global Overview
“I think we would use them more if we knew they were out there.”
“It’s good, especially for kids.”
“It’s one of the ones I like the best.”
“It has apps for the IPHONE.”
“It only works if you’re registered, you
need a password.”
“I heard that it’s very good... It has exercises and
gives you little tests to see how you’re doing.”

31. Evaluation of the
LearnEnglish Kids Website

32. Learners use of the Internet to study English
Education is the goal, even when playing
“Songs… because there are hard sentences in the book but they are like easier with the CDs.”
“I play games… All of them are in English. I don’t always understand them. Sometimes I do and
sometimes I don’t… When I don’t, I play anyway… Before I knew English I would just play without
understanding.”
“I look for questions that are in the books and then I don’t understand them… and I translate it.”
Low Rate of Site Visits
“Whatever it takes (…) an hour, an hour and a
half.”
“Almost always on Fridays because I have homework.”
Low Level of Brand Recall
“I get on YOU TUBE… and I write to my friends.”
“GOOGLE TRANSLATOR” “OPEN ENGLISH”
Students don’t trust the contents of the website.
Books are still the most frequent choice when it comes to studying..
“I almost never find the answer I need because the questions are a little hard and then things
come up that I wasn’t looking for and then I tell my mum.”
“You don’t always get the right answers."
“The answers are at the end of the book.”

33. The Ideal Website for Young Learners
Contents
Vocabulary Games
“With classic songs… the
ones where no one
sings.“
Design
“Things to colour.”
“The name of the game
should be in Spanish.”
“Educational, for example,
math in English… or science
in English.”
“Football.”
“Videos.”
Colourful
Sketches
Characters
“There should be
some characters.”
“A lot of happy colours
so it looks nice.”
“Music videos.“
“Interesting news..”
“Words that are
translated for you.”
“Things to read.”
“The parts of the body.”
“Numbers.”
Music
Reading

34. 3. Digital in the Southern Cone
Argentina - Go Digital October 2011
MISSION
POSSIBLE
Working offline in
the classroom
Cecilia Cicolini
2DIGIT2QUIT
Using learning technologies
to develop the four skills
Alicia Artusi
ADVENTURE OF THE
QUEST
Web quests, an invaluable
resource to encourage
teamwork while enhancing
IT skills
Gabriela Madera
THE SECRET IN OUR EYES
IT Presentation Skills
Sylvia Rettaroli
Co-sponsored with OUP

35. Argentina – LearnEnglish Materials
• Up to 3 million laptops in primary schools will have
British Council LearnEnglish materials preloaded
• The LE materials have been mapped to the City of
Buenos Aires curriculum
• In-service training is needed for teachers in how to
use the materials
• British Council is recruiting a trainer of trainers to
work with local trainers

36. Uruguay – Plan Ceibal
• Every child in government schools has an OLPC
laptop
• Videoconferencing tele-presence technology will be
used to teach up to 5200 lesson a week by 2015 in
primary schools using remote teachers
• High quality teaching by specialist English teachers -
30 minutes per week

37. Paraguay
Recently took a decision to teach English at primary
level
Having difficulty recruiting teachers with a satisfactory
level of English to teach in primary schools
Digital technology may be the answer!

38. Chile
Plans to put the British Council’s LearnEnglish
materials on the Educar Chile website
British Council Chile is recruiting a trainer of trainers
to work with local trainers

39. Argentina – Summer Schools Feb 2012
“Conectar Igualdad”.
The Argentine Ministry of Education’s
educational portal “Educ.Ar” has pre-loaded
laptops with British Council Learn English
content.
Workshop led by Andrei Tarassov and Ana
Cendoya

40. Teacher Networking

41. Teacher Networking

42. Teacher Networking

43. Teacher Networking

44. Teacher Networking

45. Teacher Networking

46. Teacher Networking

47. Teacher Networking

48. Teacher Networking

49. Teacher Networking