Curriculum (Re-)Design: A Chilean Context Vanessa Armand Aarika Floyd LING 583: Materials and Curriculum Design February

16, 2012

The Chilean Context Chile, the country recently named one of South Americas most stable and prosperous nations by the BBC (BBC News--Chile Country Profile, 2012), has long been of interest to the authors of this paper. For the authors, this country conjures up images of a colorful context, diverse in both climate and culture, and united by the warmth of its people and the use of Spanish language as the lingua franca. The teaching and use of English as a foreign and international language has steadily gained popularity in the country, driven by advancements in technology, communication, and trade (Abrahams & Farias, 2011; Kormos et al., 2011; McKay, 2003) and buttressed by numerous recent education reforms (Abrahams & Farias, 2011; Brandt, 2010; Garces, 2009; McKay, 2003). With the changes brought about both socially and

economically by this relatively recent burst of English language teaching and learning, Chiles glance remains fixed on international recognition and the betterment of its people in the world market (Abrahams & Farias, 2011; Datamonitor, 2011; McKay, 2003). Stretching 4,300km down the southwest coast of South America, Chile enjoys an unusual myriad of climates allotting to a vast assortment of natural wonders and resources, drawing tourists and large-scale industry alike. This relative wealth, however, has historically not been shared with the overall population, and the socio-economic atmosphere in Chile is witness to great disparity between a powerful elite and large population living below the poverty line (BBC News--Chile Country Profile, 2012; Datamonitor, 2011). Researcher and university professor Juan-Pedro Garces maintains that such a disparity can be in part alleviated with nationwide improvement of education, because the level of the education of a country is one of the major determinants of its economic welfare (2009, p. 85). It seems that governmental administrations in Chile have understood this notion, as changes in political and economic policy, as well as

increased government efforts to reduce poverty, have directly lead to developments in the nations educational sphere over the past two decades (Abrahams & Farias, 2011; Brandt, 2010; Datamonitor, 2011). Beginning in the 1980s, the Chilean government launched an overhaul of the national education system, introducing a voucher system in attempts to make quality education available to call, which lead to an increase in private school attendance and proved detrimental to the municipal/public school registration (Brandt, 2010; Garces, 2009). In 1998, the Chilean Ministry of Education added to the changes with the first of several drastic curriculum reforms to elementary and secondary education, setting national standards for the first time in the history of Chilean education (Ministry of Education, 2001). All three branches of the Chilean education system--municipal (fully public), subsidized private (voucher system participants), and fully private (out-of-pocket tuition) (Datamonitor, 2011; Garces, 2009)--fell under the reform, which originally called for the mandatory teaching of English from grades 7 to 12, and a focus on the receptive skills of reading and listening (McKay, 2003, more). The implementation of the CLT approach was a major factor in the reform, but was left up to teachers to determine the degree to which it was used in actual classroom practices (McKay, 2003). Among changes effectuated in recent years, the English requirement portion of the curriculum is now applied to grades 5-12 (Ministry of Education, 2001). The widespread success of the curriculums implementation can be attributed to its design. The curriculum design is meant to reflect the role of English in the world today, the scope of worldwide communication networks, the geographical and regional characteristics of Chile, and the demands of the Chilean labor market (McKay, 2003, p. 141). In 2000, a survey of 64 high school teachers in the city of Santiago reported that 78 percent of teachers supported

the objective and content presented by the reform (Farias, 2000 in McKay, 2003).

In a

questionnaire administered to 50 teachers in 2003 regarding their opinions of course content, 32 preferred materials that illustrated the global vision of English use in the local setting (McKay, 2003, p.143). Chilean students and their families maintain this perspective as well, viewing English as the golden ticket to communication with the rest of the world (Kormos et al., 2011; McGuire, 1996). This international mindset, however, turns away from the traditional view that native English speakers have ownership of the language, granting it instead to all speakers, places the power to teach it in the hands of locals. Over half of teachers in Chile chose Chileans when questioned about whether they would choose native speakers or Chileans if they were in a hiring position (McKay, 2003).

Reforming the Reforms The reforms in ELT, as implemented by the Chilean Ministry of Education, have caused a shift in methodologies and classroom approaches across the country (McKay, 2003), serving as a beacon of communicative language teaching in the South American context. In spite of this progress, however, students in public schools are still shown to perform at drastically lower levels of fluency in English than their privately schooled counterparts (Garces, 2009). This dichotomy in Chile between recent curricula reform, cultural emphasis on the importance of education, and the polarization in the quality of education in public and private schools, serves as the impetus for the authors of this paper seeking to explore the current curricular state of the Chilean education system. While researching this context, the authors found several elements of the current system that they deem especially problematic for the continued development of public school students

language abilities. The first of these elements is the lack of materials, resources present in public schools (McGuire, 1996). Teachers are to prepare their students for success in later academic and professional settings with limited access to technology and resources, and in some cases access to them, but no knowledge of how to make use of them (McGuire, 1996). In an age when technology plays such a strong role in the lives of studentsand it has been shown to work wonders when integrated into classroom activities (see the use of weblogs in Trajtemberg & Yiakoumetti, 2012)the challenge is for teachers with a lack of resources to simulate the enticing nature of these activities and achieve a similar effect. Another issue is over-crowded classrooms and the imposed implementation of communicative language teaching (CLT) as an integral part of the curriculum reform (Brandt, 2010; McKay, 2003). While theorists H.D. Brown (2007b) and others point out that group and pair work and a student-centered approach can be a useful tools for fulfilling objectives in large classes, teachers in Chile have expressed concern with these notions (McKay, 2003). One solution to this disagreement can be found in proper teacher training (Brandt, 2010). Public teachers in Chile typically receive poor training,--and might also lack certain proficiency levels in English themselves (Brandt, 2010; McGuire, 1996)-- but are self-motivated and highly interested in receiving training in order to remain competitive in the job market (Abrahams & Farias, 2011; Brandt, 2010; Datamonitor, 2011; McGuire, 1996; McKay, 2003). Whereas

Garces (2009) points out that motivated teachers are the product of institutional efficiency (p.93), the argument can be made that teachers motivation plays an integral role in the development of materials that expedite the efficiency of the institution (Abrahams & Farias, 2011; McKay, 2003), and that this motivation is easily inspired by dedication to professional advancement through training.

Learners, Needs, and Stakeholders In the context of this paper, the learners are Chilean public school students studying English as a Foreign Language in elementary school. The authors will focus on grades 5 through 8, as students in these grades are preparing for their transition into high school, and who encounter a need to study EGP for life skills, and EAP to build skills for secondary school and university achievement (McKay, 2003). The most recent curriculum reforms in Chile illustrate that focus on integrated skillsor at least coverage of all four skills--should be implemented in the classroom. However, primarily focus (80 percent of classroom activities, as mandated by the Chilean Ministry of Education) remains on the receptive skills geared towards what administrators, teachers, and students believe will be most necessary for EAP in levels of higher education (McKay, 2003). In their 2011 study of English language learner motivation in Chile, Kormos et al. brought to light a number of factors that steer classroom performance, including an explanation of the emphasis on skills for EAP. This study surveyed secondary school students, university students, and adult learners in a private schools setting, and found that across the age groups, attitudes towards language learning had an influence on effort and persistence. These attitudes in secondary school and university students were no doubt heavily influenced by their parents and families, being as students live with their families throughout their time at university, and as Chilean families serve as mediators of cultural norms and values (Kormos et al., 2011). This set up thus provides for students an externally motivating source, which may directly influence internal motivation through the internalization of the motivating factors (Dornyei & Ushioda, 2009). Certain distinct elements are at play in this study, however, that prove interesting and important to the authors of this paper. The study points out that participants were of mid-socio-

economic background, a status wherein education is highly valued (Kormos et al., 2009), as well as English being a required subject for a certain number of the participants (secondary school students). These factors raise valuable questions for the hypothetical revamping of the public school systems curriculum. The authors might ask how the results of this study would differ if lower socio-economic status participants were surveyed, and how the required nature of English learning might affect these learners if their families place less importance on education. These questions lead the authors to the marked notion that students are not the only stakeholders in their language learning process and in the implementation of the designed curricula. According to Garces (2009), there is a direct link between the quality of education and the economic status of individuals, families, and the overall economy of a particular area. He asserts, not only the provision of a high-quality education is linked to economic prosperity, but the lack thereof creates a perpetuating state of poverty (p. 86). In other words, those students whose families lack the resources to fund their education find themselves in a vicious cycle of poverty (Brandt, 2010) wherein their lack of education prohibits them from progressing in the job market. It can thus be said that the economy as a whole profits from an educated population (Brandt, 2010; Garces, 2009). Education is a way to break this poverty cycle, which, in Chile, plagues a large portion of the population. Therefore, higher student enrollment supports the job market both directly and indirectly, raising the quality of human capital by raising increasing productivity, raising employment and earnings of citizens, and lowering income inequalities (Brandt, 2010; Garces, 2009). Stakeholders of the revised curriculum set forth by the authors of this paper might more distinctly include adopters (e.g. government officials), implementers (e.g. teachers), clients (e.g. students), suppliers (e.g. materials writers), entrepreneurs (e.g. change agents), and/or resisters (Abrahams & Farias, 2011).

In order to best supply students in the Chilean context with the linguistic and communicative skills they will need in their dealings with the stakeholders mentioned above, needs assessment at the scholastic English language learning level is especially necessary. It can help identify where the salient and problematic gap lies in education quality between public and private schools; essentially, it is key to determining public school students weaker areas in English understanding and production so that steps can be taken to catch them up to the proficiency levels of their private-school counterparts. Proper needs assessment in the early stages of language development, as well as ongoing assessment, can be instrumental in helping bridge the gap between the two groups at scholastic levels and beyond. In following the socioeconomic model put forth by Garces (2009), such a move toward equality in the quality of education can have drastically positive consequences, including the breaking-out of poverty cycles by the communitys citizens and the overall betterment of the local economy (Brandt, 2010). Standards, Content, and Sequencing As previously stated, the authors investigated the current curricula of the public schools for grades 5 through 8 since these first levels of teaching provide the necessary foundation for teaching at the high school level. During the examination of the current state of the Chilean education system, the authors investigated the currently implemented curriculum framework written by the Ministry of Education of Chile, and information provided on the Ministry of Educations website. Although a CLT reform approach began many years prior, the

implementation and curriculum guidelines have no updates for this approach until the last five years. From the website, the authors were able to find a vast amount of information regarding the current Curriculum Framework, Programs of Study, Plans of Study, and Progress Maps.

According to the Curriculum Framework guidelines from 2009 and 2012, this new program seeks to align their standards with that of the international standards set forth by Common European Framework of Reference for Languages (CEFR). These proficiency guidelines are separated into three different user levels, basic (A), independent (B), and proficient (C). From these user levels, the proficiency is either ranked on a lower level (1) or higher level (2). The current standards for the students before entering high school state that they should be at the A2 level of proficiency. The A2 level descriptor describes the student as a Waystage User and do the following: Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need (Goethe-Institut USA). Once students have completed the high school level courses, they are expected to be at the B1 proficiency level as a Threshold User and do the following: Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans (Goethe-Institut USA). These guidelines can be compared to the ACTFL guidelines and more information on these correlations can be found in a symposium presentation given at the ACTFL 2010 Annual Convention and World Languages Expo (Mosher, 2010). According the Plan of Study, 5th and 6th grade students have a total weekly workload of 30 hours, and 7th and 8th grade students have 33 hours. Within this amount of weekly work, the students in all four grade levels complete three hours of English work as a minimum obligatory

requirement for these public schools. For the purpose of this paper, the authors compared the unit content between the 5th grade introductory level and the 8th grade level to explore the range of content the school system aims to provide its students. Each level aims to promote student thought, skill usage, and attitude towards the English language by utilizing content related their own culture and belief systems. The framework above all educational subjects aims to provide the following: personal growth and assertiveness, thought development, ethics training,

knowledge of people and their environment, and technology information and communication. It is then the responsibility of teaching all subjects to meet these goals for students. The initial course content expected for the introductory English course at 5th grade is separated into two semesters and can be found in the Curricula Guide. This guide states that in the first year of English the students will learn about the School & Classroom (Unit 1), the House & Family (Unit 2), Food & Health (Unit 3), and the Immediate Environment Flora & Fauna (Unit 4). The total time of teaching such units is 96 cumulative hours. To show a comparison and contrast to the last level of basic education before high school, content units taught in the 8th grade show the expansion into creating the global student the Ministry of Education wishes upon each student. The 8th grade Curricula Guide states that the following units comprise this levels English course: Famous People & Places (Unit 1), Addictions & The Self (Unit 2), Life in Other Countries Communities (Unit 3), and Traditions, Popular Music & Literature in Other Countries (Unit 4). This curricular content provides the necessary framework that the overall Curriculum Framework hopes to achieve, and on the micro-level, each unit explicitly outlines the skill standards and attitudes in which each student should be proficient. Textbook & Materials Utilization

Within the newly implemented curricula, the materials used to aide in student proficiency are highly important. The curriculum guidelines for the basic schooling levels discuss using the textbooks along with other technological means for the coursework. The framework states that the utilization of technological means such as audio CDs, video/DVDs, and the web help the students acquire all four skills by means of dialogues, songs, narrations and news programs, and many others, (2012). The skills in which the framework aims for students to utilize involve: correctly searching, accessing, and collecting information on web pages, develop information using word processors, presentation templates like PowerPoint, and image applications & tools, exchange information with tools offered by the Internet (email, chat, web forums, etc.), as well as respect and ethical considerations for such technological equipment in which they may have access. By using such technology, students are actively using both productive and receptive skills, however, there needs to be a better balance of productive and receptive skills, but this should be executed with care so that it does not de-motivate students. As previously mentioned, educational funding is not quite at the level most schools need in order to provide such technology for every student in Chile. Textbooks, however, have always been the standard approach to teaching. Such texts introduce academic topics by including texts and lectures on topics such as climate conditions in various parts of Chile, and deals with learning skills such as classification, brainstorming, and analysis (McKay, p. 142). The most recent textbook series adopted by the Chilean Ministry of Education for grades 5 and 6 are specifically tailored workbooks for the introduction of the English language created by the Ministry of Education (Catalog of Educational Texts). For grades 7 and 8, the

textbooks are known as the Travelers Series. These textbooks is highly communicative, providing contextualized input in language presentation, scaffolding for students to notice gaps

in their communication patterns, and emphasizing the development of critical thinking and reading comprehension (Catalog of Educational Texts). These books also focus most heavily on the receptive skills, reading and listening, in keeping with the Chilean Ministry of Education guidelines and the general belief in Chile that English language learners are most likely to use the language at the university or in deciphering technical manuals in the workplace. The

activities in all the books are meant to be communicative in that they allow students to communicate orally and in writing at very elementary levels (Jantus, 2009). They are colorful to attract and hold students interest while engaging them in tasks that simulate communication in real world situations; the textbook aims to help students view English as an important tool for getting and exchanging information, knowledge and culture (Jantus, 2009). Current Assessment Strategies Among the typical assessment strategies of quizzes, tests, homework assignments, etc., teachers are mandated to follow the Progress Maps for students. For English, the maps are separated into two different categories, Reading Comprehension and Written Expression. Within these categories, there are levels three through seven, which are the curriculums own benchmark levels. For English, the levels for the curriculum start at level 3 and go through level 7, however, the progress for students in public schools will only reach level 6. This being said, level 3 represents grades 5 and 6, level 4 represents grades 7 and 8, level 5 represents grades 1 and 2 of high school, and level 6 represents levels 3 and 4 of high school. From this point, the

educational system promotes continuing education at the collegiate level in order to reach level 7. Below are the Assessment Standards for grades 5 through 8:

Level Level 3 Assessment Standard (grades 5 & 6)

Reading Comprehension Read very short texts related with specific topics of their immediate environments, which contain short, simple sentences and include abundant visual aids. Identify explicit, outstanding information and theme.

Level 4 Assessment Standards (grades 7 & 8)

Read short texts related to specific and known topics that contain simple grammatical structures and include a visual aid. Identify explicit information when there is little and competing information or main ideas explicitly mentioned.

Written Expression Write very short texts related to specific topics of their immediate environment for instructive and descriptive purposes. Use complete phrases and sentences with some very simple grammatical instructions and frequently used vocabulary. Write very short texts related to specific and known topics with instructive and descriptive purposes. Organize sentences around a specific topic, use very simple grammatical structures, and frequently used connectors and thematic vocabulary.

- Information provided from Progress Maps of Reading Comprehension & Written Expression

On the next micro-level of assessment, teachers have specific skill descriptors for speaking, listening, reading, and writing per grade level. These go more in-depth as to the explicit skill objectives for each student. This is separated into the semester standards per grade level. On the next micro-level of assessment, teachers assess student proficiency based on course content. Such content evaluation is provided in the Curricula Guides and is broken down into the each units specific content theme. Based on the unit objectives, the assessment strategy aims to assess the four skills in hopes that students produce adequate correlations from what they were taught and how they answer their assessments. From this point, it is interesting to note that

the Curricula Guides provide only examples of evaluation per each unit, but there are no exams the Ministry of Education mandates for teachers to assess the students. Conclusion Thorough research of the current curricular framework implemented within the Chilean education system shows the authors that the public school system is on the right path to a successful approach towards creating proficient English language learners. The current systems CLT approach, once implemented for number of years, will hopefully yield this result. The authors as prospective instructors themselves agree that the current state of teacher training is an important part of this new curriculum. Teacher training along with the understanding of the importance of education for the citizens of Chile should bring a national change for the country. The authors also found that the country is utilizing native English speakers as teaching tools as well with their creation of the English Opens Doors Program and the National Volunteer Center (National Volunteer Center website). This program promotes teacher training, the

implementation of English in the classroom, and the development of students English proficiencies, as well as providing programs to studying abroad and intensive English courses. As duly portrayed and explained in this paper, the reformation of the Chilean education system has progressed immensely over the last decade and more so over the last quarter century. It is in this context that the authors have great interest and now have a greater understanding to the implementation of a CLT curricular approach on a once ineffective curricular framework.

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