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TIRF at 2010 TESOL Convention - Lorraine de Matos

  1. 3. The Impact of English and Plurilingualism in Global Corporations <ul><li>The focus: How the language proficiency of individuals who are non native speakers influences their ability to access and participate in the Global economy </li></ul><ul><li>A Brazilian perspective: São Paulo state </li></ul><ul><li>Lorraine de Matos, CEO, Cultura Inglesa. </li></ul>
  2. 4. Reality of São Paulo State schools <ul><li>The context and statistics </li></ul><ul><li>Population São Paulo: 41.388.039 </li></ul><ul><li>Population at São Paulo State schools: 4.548.580 </li></ul><ul><li>State School units: 5.272 </li></ul><ul><li>Teachers: 217.054 </li></ul><ul><li>Teachers of English: 12.698 </li></ul><ul><li>Current level of English Teachers (av): A2/ B1 Council of Europe, Common European Framework target B2 </li></ul><ul><li>Level of English of school leavers: A1 target BI </li></ul>
  3. 5. <ul><li>Needs of Global corporations in Brazil? (examples from São Paulo) </li></ul><ul><li>The moves of Global corporations over the last 2 years to improve access, participation in global labour market by developing language skills in English </li></ul>Reality of São Paulo State schools
  4. 6. <ul><li>Call centre salaries monthly salary </li></ul><ul><li>US$ 500 for monolingual staff </li></ul><ul><li>US$ 1500 for staff with English </li></ul><ul><li>Manager/Director monthly salary </li></ul><ul><li>Without fluent English US$ 7500 </li></ul><ul><li>With fluent English US$ 10000 </li></ul>Salaries in Brazil
  5. 7. <ul><li>School Access Program </li></ul><ul><ul><li>Computer labs with broadband Internet access and trained monitors in all the Secondary Schools of the State School System </li></ul></ul><ul><li>Diversification of the Secondary Education curriculum (priority highlighted in the inaugural speech of the present State Secretary of Education) </li></ul><ul><ul><li>Professional development </li></ul></ul><ul><ul><li>Preparation for the continuity of studies </li></ul></ul><ul><ul><li>General preparation programs for the world of work </li></ul></ul>Complementary Actions Directly Targeting Students
  6. 8. Secondary Education in National Legislation <ul><ul><li>LEI DE DIRETRIZES E BASES DA EDUCAÇÃO – LDB – 1996 </li></ul></ul><ul><ul><li>The Educational Guidelines and Directives Law (LDB) </li></ul></ul><ul><ul><li>Article 35 – Secondary Education, the final stage of basic education, with a minimum duration of three years, has the following objectives: </li></ul></ul><ul><ul><ul><li>the consolidation and deepening of the knowledge acquired in Primary Education, allowing the continuation of studies; </li></ul></ul></ul><ul><ul><ul><li>the basic preparation for work and citizenship of the student to continue learning, so as to be able to adapt to new occupations or future development; </li></ul></ul></ul><ul><ul><ul><li>the improvement of the learner as a human being, including development in ethics, intellectual autonomy and critical thinking; </li></ul></ul></ul><ul><ul><ul><li>the understanding of the scientific-technological fundamentals of productive processes, linking theory to practice, in the teaching of each subject. </li></ul></ul></ul>
  7. 9. Diversification of the Curriculum in Secondary Education in the State of São Paulo <ul><li>Professional Development </li></ul><ul><ul><li>Training agreements with vocational training entities to provide technical courses for students of the State School System. </li></ul></ul><ul><ul><li>Entities with agreements: Centro Paula Souza, SENAC, Fundação Roberto Marinho, Fundec ( Dracena),FIEC (Indaiatuba), FUMEP (Piracicaba), FITEL (Campinas) </li></ul></ul><ul><li>Preparation for Higher Education </li></ul><ul><ul><li>The Continuity of Studies Support program for 3 rd grade students of Secondary Education, offers 6 hours/weekly classroom time for content review and integration, in each area of knowledge, as highlighted in the University Entrance Examinations (Vestibular). </li></ul></ul><ul><ul><li>The State Secretariat of Education collaborated with the development of the magazine for teachers “Revista do Professor Atualidades” with suggestions of learning situations, based on the content of the student guide “ Guia do Estudante Atualidades”. </li></ul></ul><ul><li>General preparation program for the world of work </li></ul><ul><ul><li>The mastery of foreign languages is a prerequisite for citizenship in a globalised world </li></ul></ul>
  8. 10. Os Centros de Estudos de Línguas The Language Study Centres (CELs) <ul><li>In 1987 the CELs were created for the teaching of Spanish only. </li></ul><ul><li>Today the courses offered are: English (included in 2009), Spanish, French, Italian, German and Japanese. </li></ul><ul><li>There are now 94 CELs in operation </li></ul><ul><ul><li>20 in the municipality of São Paulo </li></ul></ul><ul><ul><li>16 in the metropolitan region </li></ul></ul><ul><ul><li>58 in various towns in the State of São Paulo </li></ul></ul><ul><ul><li>Total student numbers in CELs in 2009: 53,000 </li></ul></ul><ul><ul><li>To enroll, the student must be attending Secondary school or Primary school from the 6th grade. </li></ul></ul>
  9. 11. The Languages Improvement Program <ul><li>In 2009 the State Secretariat of Education created, under the CELs, the Languages Improvement Program with the following basic features: </li></ul><ul><ul><li>A one year improvement course in one modern foreign language (English, Spanish or French) </li></ul></ul><ul><ul><li>The program is offered to all students of the 2 nd grade of Secondary Education of the State School System on an annual basis as a complement to the regular teaching of foreign language in schools </li></ul></ul><ul><ul><li>Students may choose between English and Spanish, even when these languages are part of the curriculum in their regular schools </li></ul></ul><ul><ul><li>When the current teams of the CELs can not meet the demand, the course can be offered through institutes accredited by the State Secretariat of Education (FDE). </li></ul></ul>
  10. 12. The Objectives of the Languages Improvement Program <ul><li>The courses offered by the accredited institutions should be designed with a view to develop competences and skills that will enable students to: </li></ul><ul><ul><li>use the foreign language as a tool to access information, other cultures and diverse social groups; </li></ul></ul><ul><ul><li>recognize other languages used in the business world; </li></ul></ul><ul><ul><li>identify linguistic variations of the chosen language </li></ul></ul><ul><ul><li>use simple expressions of everyday language; </li></ul></ul><ul><ul><li>communicate in the chosen language within their field of interest. </li></ul></ul>
  11. 13. The Languages Improvement Program in 2010 <ul><li>In 2010, the languages improvement program is being offered to students of 2nd and 3rd grades of Secondary Schools in the State School System in the 122 cities with more than 50 thousand inhabitants. </li></ul><ul><li>The maximum number of students: 650,000 </li></ul><ul><li>The course duration: 80 hours in 2 modules </li></ul><ul><li>Fee per student per year R$ 455,20 ( US$ 253,00 ) including course material (R$ 56,90 per student/month) </li></ul><ul><li>Estimate of total investment in 2010: </li></ul><ul><ul><li>R$ 296 million (for 100% of the students) about US$ 164 million </li></ul></ul><ul><ul><li>R$ 222 million (75% of students) about US$ 123 million </li></ul></ul>
  12. 14. Compulsory Teaching of Spanish in Secondary Education (Law 11.161/05) <ul><li>The Federal law 11.161/05 made the offer of Spanish courses compulsory in the curriculum of Secondary Schools of the State School System, and optional for students </li></ul><ul><li>The State Secretariat of Education will provide Spanish for all 1 st grade students of the Secondary Schools as from 2010. This may be gradually extended to the other grades. Exceptionally, this year, the offer will begin in the second semester. In the first, a demand survey by school will be carried out </li></ul><ul><li>The Diretorias de Ensino (Educational Boards) will start registering temporary teachers of Spanish </li></ul><ul><li>The teacher selection process, to be held in March 2010, will include Teachers of Spanish </li></ul>
  13. 15. What have we learnt from the São Paulo experience with relevance for future discussion and research in our field? <ul><li>To increase the participation of Brazil in the global market we need school leavers with a higher proficiency in English </li></ul><ul><li>That means global corporations have a lower cost and faster time to market </li></ul><ul><li>To increase the level of proficiency in English of school leavers, we need more skilled EFL teachers with a higher proficiency in English </li></ul><ul><li>That means Brazilian government should exercise tighter control of new Universities and programmes of existing ones </li></ul>
  14. 16. What have we learnt from the São Paulo experience with relevance to future discussion and research in our field? <ul><li>To maintain the government interested in investing more in English curriculum with clear priorities </li></ul><ul><li>That means that the programme will gain sustainability over a longer period of time </li></ul><ul><li>To develop a standard curriculum for English with clear learning goals </li></ul><ul><li>That means that school leavers will have the same chances to achieve the goal of B1 across the State </li></ul>
  15. 17. So what are the implications for TEFL specialists? Content Suppliers To prepare more efficient materials based on real world needs that are low cost Universities and Faculties To reconsider their curriculum design to include real world needs of teachers who need to include 21 st Century skills in TEFL Language Schools To use change management to redirect the mind set of course managers, teacher trainers and teachers to understand and adapt to this new world scenario Post Graduate Programmes To encourage more research on efficiency gains in TEFL in all areas
  16. 18. For TIRF <ul><li>To continue the research based approach to plurilingualism in the 21 st Century global environment </li></ul><ul><li>To promote discussion on language issues around the subject of increasing access to global market </li></ul><ul><li>To encourage more research on policies for governments </li></ul>

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