IMPLEMENTATION MODEL OF AN ENGLISH ...aprende.colombiaaprende.edu.co/sites/default/files...English...

IMPLEMENTATION MODELOF AN ENGLISH FELLOWSHIP

PROGRAMME

PRESIDENCIA DE LA REPÚBLICA DE COLOMBIA

PRESIDENTE DE LA REPÚBLICA DE COLOMBIA Juan Manuel Santos Calderón

MINISTERIO DE EDUCACIÓN NACIONAL

MINISTRA DE EDUCACIÓN NACIONAL DE COLOMBIA Yaneth Giha

VICEMINISTRO DE EDUCACIÓN PREESCOLAR, BÁSICA Y MEDIA Víctor Javier Saavedra Mercado

DIRECTORA DE CALIDAD PARA LA EDUCACIÓN PREESCOLAR, BÁSICA Y MEDIA Paola Andrea Trujillo Pulido

GERENTE PROGRAMA COLOMBIA BILINGÜE Rosa María Cely Herrera

EQUIPO PROGRAMA COLOMBIA BILINGÜE – PROGRAMA FORMADORES NATIVOS EXTRANJEROS:

COORDINADORA Nancy Durán Gutiérrez

PROFESIONALES DE SEGUIMIENTO Diana Reina Gómez Carolina Escobar Bernal Alejandra Bernal González Andrés Najar Niño

CORPORACIÓN VOLUNTARIOS COLOMBIA Pablo Jaramillo Quintero

FUNDACIÓN HEART FOR CHANGE Andrea Calderón Leal

EQUIPO CONSULTOR Harold Castañeda Peña Paula Alejandra Galeano Bohórquez Juan Felipe Sánchez Guzmán

DISEÑO GRÁFICO Julio Vanoy Acero

DIAGRAMACIÓN Guillermo Arturo Suárez Corredor

IMPRESIÓN Editorial Servioffset Ltda.

El contenido de esta publicación es responsabilidad de el MEN. Se puede citar siempre que se indique la fuente.

Bogotá, D.C., december 23 of 2016 Association agreement 1429 de 2015 signed between the Ministerio de Educación Nacional, Corporación Voluntarios Colombia and Fundación Heart For Change Colombia. Strategic Alliance for Strengthening Bilingualism in Colombia.Phase III: Ongoing support.

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Presentation ...................................................................................................... 5

Fellowship programmes around the world: some cases ................................ 7

Previous experiences in Colombia .................................................................. 13

Colombia Bilingüe 2014-2018 .......................................................................... 15

Our Model: English Teaching Fellowship Programme ................................... 17

Fellows’ experiences, 2016 .............................................................................. 28

Contents

“All for a new country” is the initiative that embodies the State Development Plan 2014-2018 which has as a main goal to achieve the construction of a peaceful, fair, and educated Colombia. The Ministry of Education, following the missionary spirit of “All for a new country”, set out strategic lines that contribute to achieve this major goal and to determine the direction of education in the country: Excelencia Docente, Jornada Única, Colombia Bilingüe, Colombia Libre de Analfabetismo and Más Acceso a la Educación Superior de Calidad.

In this same country development framework, Colombia Bilingüe seeks to provide opportunities for our Colombian children and young people to speak English and for English teachers to continue to strengthen their communicative skills. In that sense, Colombia Bilingüe raises in its interior the synergy of three strategic lines: Training, Materials and Monitoring. The English Teaching Fellowship Programme is nested within the training strategic line.

The purpose of this document is to present a Model for the Implementation of an English Fellowship Programme, as a result of the generation of local knowledge, to serve as reference to Ministries of Education of other countries, territorial entities or educational administrative bodies. In this sense, this is an administrative framework to be adapted according to the contexts in which it is implemented. In addition, the document presents elements of the Colombian experience with the 2016 cohort centered on the point of view of the fellows with the aim of advancing reflections on the lessons learned and the opportunities for progress and improvement that emerge as a result of the implementation of the model.

Rosa María Cely HerreraColombia Bilingüe Programme Manager

Presentation

Fellowship programmes around the world:

some cases

What happened in Slovenia?

Slovenia is a small European country that had a deficit of teachers of foreign languages. Within its educative system it had just a few teaching programmes and the demand for language learning was higher than the supply of teachers. It is within this context that the Language Assistant Scheme Programme starts.

The scheme started by the end of the 1990’s and it was successfully valued. The first assistants arrived in Slovenia to cooperate with the teaching and learning of English and, afterwards, the country received assistants of languages such as French, German, Italian and Spanish. All the assistants were native speakers of the language they were teaching and did not necessarily have a degree with an educational orientation. The scheme was implemented in elementary and secondary schools and it was introduced in universities for teaching training and in departments of disciplines different to education.

The Project was entirely financed by the Ministry of Education and Sports of Slovenia that recruited assistants for the programme in February and March every year. The Language Assistant Scheme Programme had two possible versions: “– assistants engaged in gimnazije in the framework

There are similar initiatives to the Model of the English Teaching Fellowship Programme around the world.

Implementation model of an english fellowship programme

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of the European Classes – the so-called foreign teachers and assistants engaged in other secondary and elementary schools – the so-called visiting teachers”1. The concept of co-teaching is presented as one characteristic of these new Programmes, which started in the 2003-2004 period, and it was developed during the implementation of the Language Assistant Scheme Programme since 1994. The concept has preserved over the years.

In the United States there is a Programme called VIF(Visiting International Faculty)

There are states within the United States that have a low number of teachers compared to the demand of the educative system. Currently, VIF is being exclusively dedicated to the incorporation of Spanish and Chinese teachers with a clear mission and vision about the education in the different states: to perceive each state as a learning global center where international teachers work as cultural ambassadors of their countries and communities.

Furthermore, the VIF contributes to fill vacancies that have not been occupied by teachers of the country for learners of English. This is explained by the migratory movements that have built the country over the last decades and by the constitution of the scholar population in which some students apparently need linguistic support with their skills to handle the language of instruction: English. The VIF has taken to the United States teachers from more than 77 countries. In the Americas, Colombia has become a big source of recruitment and so have Costa Rica and Jamaica. In fact, in Colombia there is an office with consultants who weekly perform interviews due to the high number of candidates who apply to the Programme and who are from different parts of the country.

The cultural exchange teachers of the VIF get full time jobs with competitive salaries and a health service affiliation. Additionally, they can make use of the opportunities given by a Programme associated with professional development. The jobs depend on the experience of the candidate teachers and on the needs of four related sub-Programmes that include the Programme of Elementary Education, Immersion Programme (dual language type), World Languages Programme (that includes Spanish, Chinese, French and German), and the English as a Second Language Programme.

1 From European Commission. (2006). Follow-up of the Action Plan on language learning and linguistic diversity – National Report Template – Country: Slovenia. In European Commission. Lifelong Learning: Education and Training policies - Multilingualism policy.

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In Hong Kong they have the ENET scheme!

There are two variations in this scheme. The first one is the extended scheme to the segment of secondary school known as ENET Scheme (ENET Scheme – Enhanced Native-speaking English Teacher Scheme). The second one is located in the segment of elementary school and it is known as the PNET Scheme (PNET Scheme – Primary Native-speaking English Teacher Scheme).

The ENET Scheme was first implemented in the 1998-1999 school period while the PNET Scheme took place in the 2002-2003 period. The main idea behind the Programme is that every elementary and secondary school should have at least one teacher who was a native speaker of English. These teachers are conceived as the resource of the language, therefore, as models of speakers that increment the learning of the language. In that sense, they become a support for the local teachers and collaborate with them for the design and implementation of the curriculum to promote and develop the English language.

In terms of administration, around the year 2002 the NET Section (Native-speaking English Teacher Section) was established as an instance of development and control of the NET scheme. It counts with a Team of NET Curricular Counseling and a Regional Coordinator of the Scheme Team. The first one is in charge of everything related to the Programme in secondary schools, while the second one is in charge of elementary schools. 405 NETs in secondary schools and 457 NETs in elementary schools were incorporated in the 2012-2013 school year. Through both of these schemes the following expectations are pursued:

• To create environments where students learn English and feel confident enough to communicate in this language.

• To develop innovative strategies of teaching and learning, as well as materials and appropriate tasks for the local needs of the students.

• To promote the collaboration among the NETs and the local teachers of English.

• To strengthen the professional development of the local teachers.

• To promote networking among different educational institutions.

• To establish good practices for language learning and teaching through regional Programmes of professional development that include seminars/workshops to share activities and networking.

The most documented case is Japan’s JET Programme!

Since 1987 this Programme has sent 60.000 participants to schools, scholar districts and governmental offices and has been the only Programme that has been administrated by the Japanese government. Previously, Japan had already had this type of experiences in terms of exchange through The Monbusho

Fellowship programmes around the world: some cases


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English Fellows Programme and the British English Teacher Scheme, which started by the end of the 1970’s and were replaced by the JET initiative, one of the most expensive ones around the region.

The selected candidates become public employees. The JET Programme is carried out by the Regional and Local Governments of Japan, along with the Ministry of Public Administration; the Foreign Affairs Ministry; the Ministry of Education, Culture, Sports, Science and Technology, and the Regional Authorities for International Relations Council. Therefore, it is about a Programme that aims throughout the different ministries one integral goal for the country. Furthermore, and due to its trajectory, there are allied organizations of graduated students of the Programme who are in charge of the selected candidate’s cultural adaptation process. In other words, there is integrated work with different actors who aid the success of the proposal. In this sense, the participants in the Programme are located from elementary to secondary schools and carry out their activities under the supervision of consultants and Japanese teachers of English. The main duties that these participants must accomplish include:

• To assist to the Japanese teachers of English in the teaching of their classes.

• To supervise the activities in the foreign language during and after school hours.

• To prepare the materials for the teaching of the foreign language

• To provide information about the target language and about related topics as vocabulary use, pronunciation, etc.

• To aid in extracurricular activities, which include conversation clubs, school events, class activities, student council activities, etc.

• To aid in language contests.

• To get involved in local activities regarding international and cultural exchanges.

Korea has a similar Programme!

The main objective of this Programme is summarized in the idea of improving the oral skills in the students and in the teachers of the country, in first place, and of developing cultural exchanges, in second place. Annually, 1.000 candidates are hired as English as a foreign language teachers. These candidates must have a degree and come from a country where English is a first language. They work 8 hours a day but the teaching hours round between 22 and 24 hours per week. EPIK (English Programme in Korea) teachers have the following benefits:

• Free individual housing (services not included)

• Financial aid to buy the ticket to Korea

• Financial aid to buy a return ticket

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• Financial aid for starting their settlement

• Training in Korea

• Shuttle service at the airport and transportation to the assigned location

• A bonus for the permanence in the Programme equivalent to a month salary

• Paid vacations equivalent to 18 days of work and 13-15 holidays

• 50% financial aid for health and retirement insurance

• Bonuses for working in rural areas

• Multiple bonuses (in specific cases)

Their duties include:

• To work with a supervisor, who is selected for the Programme by Provincial Office of Education (POE)

• To carry out their classes in English along with the Korean teachers

• To aid in the development of materials and activities related to the learning of English.

• To assist to the orientation period. In this orientation, they learn about the Korean educational system, their role as teachers and living in Korea. The assistance to this orientation is a condition in the contract.

Chile has the English Opens Doors Programme!

The main goal is that the Programme has a high impact in the English level of its students in a short-term period. The volunteers of this Programme teach independent classes under the supervision of a Chilean teacher in public educational institutions. Volunteers are located all around the country so they work with students from fifth to twelfth grade.

Their duties include:

• To motivate the students to learn English

• To contribute to the students’ listening and speaking skills improvement in English

• To share their own culture with the students to broaden the vision of the world

• To use 24 weekly hours in the classroom, 7 hours for planning and 4 hours for leading cultural activities. Every volunteer is flexible to determine which extracurricular activities they would like to lead with their students

Fellowship programmes around the world: some cases


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• To participate in the camps, public competitions of the students’ oral skills, spelling contests and other initiatives organized by the Programme

Additionally, the volunteers are expected:

• To perform as ambassadors of their native land and as ambassadors of the Chilean Ministry of Education, along with the obligations and this requires

• To support and aid their students’ learning by:

– Creating a learning atmosphere that allows students to feel immerse in an English-only environment

– Making the English class entertaining through planning and carrying out didactic activities focused on the support to the listening and speaking skills

– Giving opportunities so the students learn about the foreign culture through English

Previous Experiences in Colombia

In Colombia, the local referents are, firstly, the experiences with the English for Opportunities and Competitiveness (EFOC) Programme of the Ministry of Education and Volunteers Colombia alliance and, secondly, the experience of the SENA’s (Learning National Service) Bilingualism Plan.

Between 2009 and 2011, Volunteers Colombia brought 63 volunteers to Colombia, who taught around 53 thousand hours of English class. In 2009, this experience began with the EI (Educative Institution) Santa Ana and the Instituto Ecológico de Barbacoas in Barú Island. This continued in 2010 and 2011 with the support of Fonade, Santo Domingo foundation, the United States Embassy and the Sociedad Playa Blanca Barú.

In 2010, Volunteers Colombia supported the initiative of bilingualism in Barranquilla at the EI and Community Center Pies Descalzos with seven volunteers who taught English in different grades. In the same year, Quindio’s Secretary of Education’s Quindio Bilingüe was also supported with 4 volunteers, who taught English and the Policarpa Salavarrieta School in Quimbaya and at the Santa María Goretti School in Montenegro.

In the university context, Volunteers Colombia supported Universidad Tecnológica de Bolívar with 4 volunteers who taught English to bachelor students in different areas. During those two years, the Secretary of Education of Manizales, through its Manizales Bilingual Programme, which aim is to implement gradually the Bilingual National School Model (Modelo Colegio Nacional Bilingüe) in 12 public schools of Manizales, this was aid with 12 volunteers, who collaborated in the classroom along with the teachers from kinder to fifth grade at the 12 institutions that made part of the project.


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In 2011, the Instituto Tecnológico de Soledad Atlántico -ITSA- was benefited by EFOC through the Aliarse Foundation, which aims to create favorable conditions for the development of communicative skills in English for teachers and students of Atlántico, the Barranquilla District and Soledad town.

In July of 2013 the Ministry of Education and Volunteers Colombia established an agreement to join efforts and reinforce the English teaching in the Escuelas Normales Superiores (ENS) focalized by the Ministry.

6 volunteers worked in 3 ENS in the Coffee Region: ENS El Jardín Risaralda, ENS de Manizales, and ENS de Caldas. These ENSs were also participating in the Reinforcement of the English Component in ENS Project that was designed and developed by the Ministry through the Project for the Reinforcement of Foreign Language Competences. At the end of the experience, all three participating ENSs requested to continue having volunteers in the institutions, this is evidence of the high level of acceptance the Project had. Taking into the conclusions of this experience, it was suggested:

• To develop a profile for the volunteers taking into account the needs that the ENS identified in their improvement plans

• To include in the volunteer training an articulated work with the institutions for the development of a work plan that is previously known by the volunteer and by the schools

• To implement a scheme for the monitoring of the performance based on the work plan and with specific corrective measures

The “Volunteachers” who participated in the Bilingual Programme from SENA (Learning National Service) during 2014 came from countries that have English as a first language such as USA, Canada, Australia, and the United Kingdom.

By the year of 2015, SENA had already summoned 262 volunteers from different English-speaking countries. English learning was reinforced through coteaching in 63 training centers in 19 regions of the country. The Programme made an impact in more than 11.500 students of technical Programmes in Hotel Management, Touristic Guidance, Logistics Management, and Software Management. Only two years after the implementation of the Programme, the SENA doubled the number of training centers that receive English-speaking volunteers friendly called “volunteachers”.

Training strategic line

Evaluation andmonitoring

line

Materials strategic linestrategic line monitoring

linestrategic line

Suggested Curriculum and Basic Rights of Learning

EducationSecretary

Educationalinstitution

Li Or den

Colombia Bilingüe2014 - 2018

The goal for Colombia Bilingüe 2014-2018 is that the Colombian students are able to communicate in English.

Strategies of the Colombia Bilingüe Programme

Colombia has meaningfully advanced in the competitive indexes, in the attraction of foreign tourists, and in the offer of goods and services. However, in order to answer to the demand of these sectors, the country is facing an indisputable reality: the greatest part of the citizens is not able to communicate in English. This has a really simple explanation: English teaching has never been a priority in our public educative system, we now want it to be a priority and we want that all boys, girls and teenagers registered in our public schools have the opportunity to learn English since they are young.


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The Training Line of Colombia Bilingüe 2014-2018 includes professional development actions for teachers, the Incentive Programme and the English Teaching Fellowship Programme

Concerning professional development for 2016 Colombia Bilingüe includes the following:

• Training in the use and adaptation of the Suggested English Curriculum and the Basic Rights of English Learning via an agreement with the Universidad Tecnológica de Pereira.

• Training in the use and appropriation of English, please!, Fast Track edition, in alliance with the British Council Colombia.

• Virtual massive training for teachers. Online English course Learn English Pathways in alliance with the British Council Colombia.

• Classroom learning for elementary teachers. English course and methodology in alliance with Universidad Tecnológica de Pereira.

• Incentive Programme for teachers.

• Online training in Pathways.

Colombia Bilingüe, in terms of benefits, offered during 2016:

• International English and Professional Programme. Three-week immersion Programme for 60 teacher in the UCDavis - University of California in alliance with Fulbright.

• Colombia Bilingüe Immersion Programme. Two-week immersion for 65 high-school English teachers in the Coffee Region (La Tebaida, Quindío) in alliance with Volunteers Colombia, Heart for Change, and Universidad UNICA.

• Colombia Bilingüe Immersion Programme. Three-week immersion Programme for 100 elementary English teachers in the Coffee Region (La Tebaida, Quindío) in alliance with Volunteers Colombia, Heart for Change, and Universidad UNICA.

• English Immersion Camps. Total English immersion for 3900 students of 10th grade from public schools from different regions of Colombia. 100 of them go to the USA. In alliance with YMCA Colombia.

• Three-week stay in the USA for 12 elementary teachers and 60 high school teachers that teach English in alliance with the Colombo Americano from Cali, the Fulbright Commission Colombia, and the support of the USA Embassy.

• Six-week international immersion in India for 25 English teachers in alliance with the Indian Embassy and the support of the Cancillería Colombiana.

• Immersion in the United Kingdom for school principals and teachers in alliance with the British Council Colombia.

Our Model: The English Teaching Fellowship Programme

The English Teaching Fellowship Programme is based on principles and components.

English Teaching Fellowship ProgramPR

INCI

PLES

CO

MPO

NENTS

Pedagogical Monitoring Management

Appropriation

MutualIntelligibility

Linguisticcapital

Localsense


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Principles

Appropriation

This is a principle that builds up the ways to set the strategy in context. It means that there is not a fixed way in which the reality of the school constitutes the English Teaching Fellowship Programme. This Programme is a referent for the pedagogical action and must not be interpreted as transference from theory to practice. This Programme is a reason to establish synergies between the members of the academic community, which includes Secretaries of Education, IEs (schools), school principals, teachers, parents, students, and fellows. These synergies are constructed in the social dynamics of the schools and their different capacities of participation and curricular adaptation.

Mutual intelligibility

This is a principle that allows the comprehension of the self and the others in a specific context. It is a principle that builds the intercultural learning far from the ostracism provided by the imaginary community where the own culture and the culture of the counterpart are little compatible and the latter is foreign and also unreachable

Linguistic capital

This principle entails the mother tongue (Spanish or another local language), Spanish as a second language (E.g. In institutions where there are indigenous students) and English as a foreign language. Local teachers and fellows coteach in all schools acknowledging multilingual classrooms where the linguistic habitus (thinking of Bordieu) is constituted by the co-existence of languages and intercultural learning.

Situatedness and locality

This is a principle in which the ability of speaking and communication in English is done politely, with a sense of citizenship. This means that this principle is politicised in the context of a country that thinks about peace and educates for it. The balanced exchange and the dialogue between civilizations, cultures, and peoples is based in mutual comprehension, respect, and the equal dignity of all cultures. This is a prior requirement for the construction of social cohesion, the reconciliation between the peoples, and the peace among nations.

The English Teaching Fellowship Programme from the principles is built on recognizing “Englishes”: There are multiple English speakers with their accents as well as multiple cultures.

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Fellows Nationalities.

Components

The components have an administrative order and based on them, the different actors develop lines of action that allow the achievement of different specific objectives oriented towards the accomplishment of the general objective of the Programme: to achieve that the Colombian students communicate in English.

Pedagogical component: brings professional development to fellows and to Colombian English teachers. This means life-long learning and improvement processes in pedagogy for the English teaching and curricular contents proposed within the framework of the basic rights of learning. These are the action lines associated to this component:



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Line of action 1 – The Colombian English teachers and the fellows will be taught co-teaching methodologies, suggested curriculum, and basic rights of learning

Line of action 2 – The Colombian English teachers and the fellows will be skilled in strategies of intercultural communication inside and outside the classroom

Line of action 3 – The fellows will use school hours to help improve the English use of the Colombian teachers

Line of action 4 – The fellows will participate in the different projects associated with the Programme such as ‘Language Immersion Camps’ or in other institutions with similar initiatives chosen by the Ministry

Line of action 5 – The fellows will use non-school hours to the design and implementation of complementary activities for the accomplishment of communicative practices

Monitoring Component: Monitors academic-administrative processes inside the Programme, from critical, qualitative monitoring processes. These are the action lines associated to this component:

Line of action 1 – The Ministry will monitor in a qualitative way the contribution of the fellows to the goals according to the quantitative indicators of the standardized tests applied to students and teachers

Line of action 2 – The Ministry will monitor in a critical qualitative way the intercultural dialogue that takes place in the focalized IEs, taking into account the presence of the fellows

Line of action 3 – The Ministry will make a base line study and annual studies on the impact of the Programme

Line of action 4 – The Ministry will design improvement plans to assure quality in the activities the fellows are in charge of in the focalized IEs and in the Programme in general

Management component: Improves the management and financial sustainability of the Programme. These are the action lines associated to this component:

Line of action 1 – The Ministry will develop relationships with the governmental allies, agencies and/or cooperation corporations, national and international cultural organisms for the funding of the Programme

Line of action 2 - The Ministry will design a marketing strategy of the Programme on a national and international level

Line of action 3 - The Ministry will define the fellow profiles

Line of action 4 - The Ministry will make international calls for volunteer fellows and will keep them in a semester- or annual-basis according to a volunteering agreement

Line of action 5 - The Ministry will audit the income and outcome budgets of the Programme

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Organization Chart of an Implementation Model of an English Fellowship Programme.

MinistryConceives and plans Language Policy

and English Fellowship Programme

Administrates the language policyand the English Fellowship Programme

Language Policy Manager

Coordinates Programme

Fellowship ProgrammeCoordinator

Establishes agreementsof understanding

and cooperation

International Relationsand Marketing Officer

Manages sources in general

AdministrativeOfficer

Runs trainingactivities

Training officer

Recruits fellows

Recruitmentofficer

Registers and keeps trackof legal requirements

Assistant to thelegal issues officer

Manages hiring processesand agreements

Legal issuesofficer

Manages allfinancial issues

Financialofficer

Keeps trackof financial reports

Accountant

Follows upacademic processes

Academic trackingofficer

Manages financialsources

Treasurer

Provides materialsand sources

Source manager

Manages the programmeat a regional level

Regionalcoordinator

Operates as a guidefor fellows

Mentor

Coteach

Coteachers

Learn English

Students

Coteach

Fellows

Supportsthe Programme

Secretaryof Education

Developthe Programme

IE (Schools)

Manages internal control

Auditor



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The Ministry has reinforced a similar organization chart. These are the actors who have participated in the English Fellowship Programme 2015 and 2016.

Ministry

Conceives and plans Language Policiy and English Teaching Fellowship Programme. This includes:

• Principles• Components• Controlpanel

Gina María Parody d’EcheonaMinister of EducationAugust 20, 2014 – October 4, 2016

Francisco Cardona AcostaActing Minister of EducationOctober 5, 2016 – November 15, 2016

Yaneth GihaMinister of EducationNovember 16, 2016

Language Policy Manager

Administrates language policy and the English Teaching Fellowship Programme

Rosa María CelyMinistry officer

English Teaching Fellowship Programme Coordinator

Coordinates Programme:• Selectstheschoolstowhichthefellowswillbeassigned• Monitorsandfollows-uptheProgramme• Supportsfellowsandmentors’traininginconjunctionwithallies• Designsfellows’profiles• Projectsbudgets

Nancy DuránMinistry Officer

Auditor

• Evaluates,controlsandmonitorsthedifferentactionsandprocedures followed by the Administrative Officer, the Legal Issues Officer and the Financial Officer

Fabiola TéllezAndrés VergaraAndrea ClavijoAndrés VergaraMinistry Officers

International Relations and Marketing Officer

• Developsrelationshipswithallies(MinistriesofCulture,Embassies, Cultural Entities, Organizations, etc.) for the sustainability of the Programme and is responsible for its local and international dissemination

Ana María Méndez Ministry Officer

Administrative Officer

• SupervisestheadministrativeactivitiesoftheProgramme• ManagesProgrammme information• Followstheactionsoftheprofessionalshe/sheisinchargeofand

supports planning and execution of their activities

Maritza GómezVC-HFC adjunct officer

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Training Officer

• DesignsanddevelopsprofessionaldevelopmentprogramforProgramme participants such as fellows, mentors and local teachers around methodology (co-teaching) and the use of materials and complementary resources

• Followsandmonitorsthecriticalapplicationofsuchprogramme of professional development

Diana ReinaMinistry Officer

Universidad UNICAVC-HFC services provider

Source Manager

• Guaranteestextbooksandsupplementalmaterialsdesignedforthe Programme to be available in schools for use by actors such as fellows, mentors and local teachers

Fressman ÁvilaFelipe VillabaMinistry Officers

Recruitment Officer

• Makescallsforvolunteeringpositions• Performsselectiontests• Selectsfellows

Victoria DangónVC-HFC adjunct officer

Academic Tracking Officer

• ElaboratesschedulesfortheexecutionoftheProgram• CommunicatesrequirementsofProgramme actors• Organizesandsupervisesthatpedagogicalactionsarefulfilledin

schools• FollowsqualitativeandquantitativelytheProgramme

Carolina EscobarAlejandra BernalAndrés NajarVC-HFC adjunct officers

Martín Caicedo26 Bilingualism managersBC adjunct officers

Secretary of Education

• ArticulatesactionsbetweentheschoolsandtheMinistryforthedevelopment of the Programme

• Togetherwiththeschoolcoversthetravelexpensesofthementor and logistically supports meetings

• SupportsthecommunicationbetweentheRegionalCoordinatorand the principals of each school

• SupportsEnglishteachers’participationintheprofessionaldevelopment programmes in language and methodology

• Ensurescompliancewiththeminimumhourlyintensityingrades6° to 11° (between 3 and 5 hours per week)

• Monitorsandfollows-upfocalizedschools• Facilitatesthearticulationandadaptationofthenationalgoals

of bilingualism with the Institutional Educational Projects of the focalized schools

Focalized


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IE (School)

• Leadstheinductionoffellows(firstweekintheassignedcity)• Providesworkspaces,classroomsandmaterialsforthe

development of fellows’ classes• Complieswiththeconditionsagreedwiththefellowandthe

Regional Coordinator• Supportstheapplicationofimpactmeasurementstrategies• ProvidestheRegionalCoordinatorandMinistryofficerswith

the support required to ensure the efficient development of the Programme

Focalized

Regional Coordinator

• FollowsuptheProgramme in the region• Ensurescompliancewithobligationsbyfellowsandschools• Maintainsconstantcontactwithfellowsandmentorsinthe

region• Visitsfellowsmonthly

34 Regional CoordinatorsVC-HFC adjunct officers

Mentor

• Verifiesfellowsperformtheirdutiesandadvisesthemonplanning, class management and teaching techniques

• Guidesfellowsinpoliciesrelatedtoqualification,attendance,discipline, school regulations, schedules, leaves, access to services and materials, etc.

• Ensuresthedeliveryofallcommunicationorinstitutionalnoticesthat concern or affect fellows (special events, celebrations, cancellations of class and changes of schedule)

Secretary of Education and Schools

Coteacher

• Leadsandsupportstheco-teachingmodel• Revisesclassplansanddevelopsthemjointlywiththefellow• Supportsthecontextualizationofthefellowintheclassroom• Advisesthefellowinplanning,classmanagementandteaching

techniques• Notifiesfellowsincaseofclasscancellationsorschedulechanges

Secretary of Education and Schools

Fellow

• StrengthenstheEnglishskillsofteachersandstudents• AppliestheCo-teachingmodelledbytheschoolteacher• Preparesandplansclassesappropriately• AssistsEnglishteachersinstudentassessmentprocesses

Assigned to schools

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Students

• AttendtheEnglishclassesprogrammed• Committoactivitiesdevelopedinclass• ParticipateinevaluationsprogrammedbytheMinistryforthe

periodic measurement of results

Beneficiaries

Legal Issues Officer

• Reviewsofficialdocuments• Advisesintermsoflegalityandlegalrequirementsthatmustbe

fulfilled in the different processes initiated by the Coordination of the Programme

• Filesandreceivesdocuments• Drawsminutes• ProjectslegalcommunicationstotheactorsoftheProgramme• Coordinatescontractingprocesses

Catalina BoteroMaría Mónica González VC-HFC adjunct officers

Financial Officer

• Monitortheproperexecutionofthebudget• Schedulestheincomenecessaryfortheoperationofthe

Programme• Checksaccountinginformation• Programspayments• Schedulesand/orpreparesfinancialreports

Felipe Guzmán VC-HFC adjunct officer

Treasurer

• Controlsbudgetexecution• Sharesresponsibilityforthetreasurydepartmentandaccount

management• Responsibleforlegalizations

Esperanza GutiérrezVC-HFC adjunct officer

Accountant

• Summarizesfinancialinformation• Producesfinancialstatementsoftheprogramme• Inchargeoftaxissues

Juan Ernesto CaballeroVC-HFC adjunct officer

The following control panel has been designed for those national or international institutions responsible for education and thinking about adapting a Model of English Teaching Fellowship Programme with possible components and objectives for implementation and follow up.


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CONTROL PANEL

COMPONENT OBJECTIVE

AC

TIO

N L

INES

PEDAGOGICAL

• TheColombianEnglishteachersandthefellowswillbetaughtco-teaching methodologies, suggested curriculum, and basic rights of learning

• TheColombianEnglishteachersandthefellowswillbeskilledin strategies of intercultural communication inside and outside the classroom

• ThefellowswilluseschoolhourstohelpimprovetheEnglishuse of the Colombian teachers

• Thefellowswillparticipateinthedifferentprojectsassociatedwith the Programme such as ‘Language Immersion Camps’ or in other institutions with similar initiatives chosen by the Ministry

• Thefellowswillusenon-schoolhourstothedesignand implementation of complementary activities for the accomplishment of communicative practices

• SupporttheteachingofEnglish in co-teaching with the Colombian English teacher

• Generatemotivatingculturalenvironments

• SupportColombianteachersof English in improving their language skills

• Promotepedagogicaldidacticsthat allow students to use English with communicative purposes

MONITORING

• TheMinistrywillmonitorinaqualitativewaythecontributionof the fellows to the goals according to the quantitative indicators of the standardized tests applied to students and teachers

• TheMinistrywillmonitorinacriticalqualitativewaytheintercultural dialogue that takes place in the focalized IEs, taking into account the presence of the fellows

• TheMinistrywillmakeabaselinestudyandannualstudiesonthe impact of the Programme

• TheMinistrywilldesignimprovementplanstoassurequalityin the activities the fellows are in charge of in the focalized IEs and in the Programme in general

• Toreachthegoalsoflinguisticperformance of both teachers and students set to 2018 for Bilingual Colombia with the input provided by the fellows

• Accompanythedevelopmentofthe intercultural responsibility of the different actors involved in the Programme (fellows, teachers and students)

MANAGEMENT

• The Ministry will develop relationships with the governmental allies, agencies and/or cooperation corporations, national and international cultural organisms for the funding of the Programme

• The Ministry will design a marketing strategy of the Programme on a national and international level

• The Ministry will define the fellow profiles• The Ministry will make international calls for volunteer fellows

and will keep them in a semester- or annual-basis according to a volunteering agreement

• The Ministry will audit the income and outcome budgets of the Programme

Note: For any of the above actions, the Ministry may delegate shares to third parties by agreement.

• Fund the Programme by projecting its sustainability in the medium and long term

• Promote the Programme

• Incorporate fellows

• Ensure the quality of life of the fellows during their stay in the targeted schools

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There are different coteaching styles like the ones showed on the chart below

Style Characteristics

Standard Both teachers share in an active way the instructions and their status in the class is equivalent

Collaborative It has shares the same characteristics as the Standard but the students work in group works

Supportive

It includes approaches in which one of the teachers is in charge of teaching the contents and the other teacher concentrates her/his efforts in the reinforcement of activities or abilities. The status of the teacher is distributed in the activities in which one teacher leads and the other one follows.

Parallel The students get divided in groups and each teacher takes responsibility on the learning of its group

Differentiated It has the same characteristics as the parallel style but the groups are organized according to learning needs of levels

Look! My Colombian teacher and the fellow working together!


Fellows’ experiences,2016

Infographics about how fellows 2016 perceive the strategic lines of Colombia Bilingüe.

• Monitoring line

– 62,7% of the fellows who participated in the poll are conscious of the existence of the Colombia Bilingüe’s monitoring and evaluation strategy.

– 40% of the fellows claim to know their Leader of Bilingualism.

– 86,7% of the fellows claim to know the profile and functions of the mentors.

• Training line

– 86,7% of the polled fellows know the training strategic line.

– 91,7% of the fellows consider that there is an improvement of the students’ English through the co-teaching work carried out with the Colombian teacher.

– 95,8% of the fellows consider that they contribute to the improvement of the Colombian teachers’ English.

• Materials line

– 77,5% of the fellows know the Colombia Bilingüe’s materials strategy.

– 79% of the fellows think that the texts are clear and coherent to the school context.

– 78% of the fellows think that the handbooks of the Suggested Curriculum and Basic Rights of Learning are easy to manage.

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In a qualitative follow-up on the narrative experiences of the fellows, 2016 period, it was found that their opinions focused on the teaching-learning processes, mutual intelligibility and the opportunities.

Teaching - Learning

The activities are directed towards the collective and individual learning processes.

“I used music in the classroom and the students were enjoying themselves.”

“Both the co-teacher and I made instructions clear and organized the activity in a way that students could communicate and move from their sits in order to search for information and talk to one another.”

“The students saw that I was behind them a 100% and they felt motivated and encouraged.”

Mutual intelligibility

Meaningful fellows’ experiences in which they were conscious, understood and participated in the space and context where they were teaching.

“Teaching, no matter how difficult it is, is an extremely rewarding experience-- and teaching in another culture is even more difficult, but it pushes you to learn about yourself and become a better teacher as you try to overcome those challenges.”

“It is a great experience to get to know a different culture and also to get to know yourself too. Living abroad is not easy in the beginning but once you have things figured out, it becomes a very rewarding experience. In fact, Colombia is such a friendly country that it makes it easier to adjust and kick start your self-development.”

Opportunities

• Success

It constitutes an opportunity to keep improving.

“It was my first activity in the classroom since I started the Programme and students were curious about my teaching style I suppose.”

“Seeing the impact of me being here. I think my time was well spent helping the students learn and practice English…”

Fellows’ experiences, 2016


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• Difficulties or challenges

The different challenges that the fellows have faced lead to an investment made by them.

“I feel the strong majority of students have never been pushed academically before in their lives and the lack of discipline, rules and repercussions for not trying or misbehaving made it difficult as well.”

• Solutions

The fellows’ initiative is also addressed to problem solving.

“[It would be helpful if] co-teachers were educated about co-teaching and useful classroom management techniques (not just the mentors).”

The fellows participated actively in the immersions for students, teachers and principals

Colombia Bilingüe Training Line has an Incentives Programme for students and teachers and it comes with the cooperation of the fellows. One part of these incentives take place in the immersion camps, national and international, with strategic allies. For example, this was planned for 2016:

• International English and Professional Programme. Three week-long immersion for 60 teachers in UCDavis – University of California in alliance with Fulbright.

• Colombia Bilingüe Immersion Programme. Two week-long immersion for 65 teachers at the Coffee Region (La Tebaida, Quindío) in alliance with Volunteers Colombia, Heart for Change and UNICA.

• Colombia Bilingüe Immersion Programme. Two week-long immersion for 100 elementary school teachers in alliance with Volunteers Colombia, Heart for Change and UNICA.

• Teens Adventure Camp. English-full immersion for 3900 tenth graders in different regions of Colombia in alliance with YMCA Colombia. 100 of them will go to the United States.

• Three week-long staying in the United States for 12 elementary school teachers in alliance with Colombo Americano Cali and the American Embassy.

• Six week-long immersion in India for 25 teachers of English in alliance with Indian Embassy and the Cancillería Colombiana.

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• Principals and teachers immersion in the United Kingdom in alliance with the British Council Colombia.

Immersion camps for students

For students, the experience of the camps is also representative. For some of them it is the first time they have an experience of this type, as a tenth grade camper commented who recently participated in an immersion: “Going to a camp ... it is my first time. From Arauca I have gone to Villavicencio, to other places, but this is my first experience in an English immersion camp”. It is important to emphasize that this is not simply a question of a minor leaving his/her school to participate in an immersion camp. Parents’ cooperation is also important. In practice, parents are the ones who authorize this to become a reality. In the words of a camper regarding this aspect “It was not easy because I am an only child and my mother was very tough, but I told my mother that it would serve my life, to talk with other people, for being on track with life and all that… as this would serve me, then, she let me come“. As can be seen, there is a vote of confidence from the parents’ side and this is an aspect that must be reinforced.

Immersion camps for teachers

In the immersion camps, the fellows carry out multiple activities and are accompanied by young volunteers and specialized professionals. In the case of immersions for secondary and primary teachers, these have experts in pedagogy and professional development of teachers. Immersion activities are distributed with different time allocations as illustrated in the table. Another central role of the fellows in these immersion camps for teachers is in their work to promote activities where English is used for improving teachers’ language practice.

Type of activity Hours for high school teachers

Hours for primary school teachers

English language use 60 hours 96 hours

Methodology for the teaching of English 6 hours 9 hours

Conferences on English language teaching 12 hours 4 hours

Activities based on project-work 8 hours 6 hours

Socio-cultural activities 10 hours 15 hours

Assessment methodology 8 hours NA

Immersion total hours 104 hours 130 hours



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Fellows’ contribution to the “Wounded in Combat Soldiers Program”

The Programme has benefited 57 students, 40 belonging to the Batallón de Sanidad and 17 to the Cantón Norte in 2016. There are four fellows from Switzerland, the United Kingdom and Italy. The two contexts are characterized as follows:

Batallón de Sanidad

• 3 groups of 15 students approximately per fellow distributed in 3 levels: Basic (A1), Pre-intermediate (A2), Intermediate (B1)

• Monday to Friday classes 3 pm - 6 pm

• Cultural activities on Wednesdays 1 pm - 2 pm

Cantón Norte

• 17 Corporals, Sergeants and Colonels

• Monday through Friday 7 am - 12 pm

• Coteaching - 1 Coteacher

• Various resources for teaching

• Established syllabus and textbook: English Way

• Exams every two weeks, on Fridays

• The best students are sent to the USA

During the second semester of 2016, the curriculum proposal was implemented, students were motivated, tutoring spaces were opened; achievement tests were applied at the beginning and end of the courses at the Basic, Pre Intermediate and Intermediate levels. The textbook English Please Fast Track was used and “missional classes” were given (officers traveling on missions). That is to say, the fellows perform a concentrated work in the improvement of the communicative skills of these soldiers; fellows help them with their pronunciation. This training is complemented with a weekly hour of cultural activities.

The perception of soldiers belonging to this Programme is generally positive. When they were asked about what changes they have seen regarding teaching and learning English after the arrival of the fellows, they said for example:

Soldier 1: “The arrival of the fellows is super .... Therefore there is nothing like their explanation”.

Soldier 2: “The attitude that they have had towards us has been really good and they are quite meticulous and you can notice that.”

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Fellow’s Narrative Experiences

The fellows’ teaching experience in terms of what is taught is limited to the implementation of activities, their evaluation and the investment (or effort) that they make to carry out their activities. Despite the fellow’s efforts to motivate intercultural dialogue, this is an emergent but not yet preponderant aspect in practice. This is an opportunity for improvement which could be strengthened by helping participant fellows how to establish such dialogue. This would impact the fact that a good number of fellows was dedicated to teaching vocabulary and few of them topicalized issues from a cultural perspective.

It was observed that the fellows experience opportunities to qualify their teaching work. This was constructed based on the experience they took from actions oriented to success, the difficulties or challenges and the planning or reflection on problem solving. One way to change students’ perceptions about fellows is to present them from the beginning as peer educators or coteachers. In addition, the pedagogical training of the fellows is fundamental so that their teaching work is also enriched with moments of meaningful learning for students and teachers. This should be part of a professional development programme. It is important that the professional development program nested in the pedagogical component gives the fellows parameters to take on difficulties and challenges. As part of the monitoring line it would important to make sure all local teachers assume their functions of the program in a 100%. Coteachers, due the programme novelty, are not used to coteaching strategies and local teachers seem not to have access to all the workshops organized for fellows (for example, those who live in San Andrés or Providencia) regarding this topic. In addition, the programme demands time and more professional development for the Colombian teachers permanently.

It is important to highlight that the fellows have the opportunity to impact minority ethnic groups within the country; this contributes to a better understanding of our own diversity from a holistic perspective. This should be strengthened by the pedagogical component doing permanent ethnographic studies all over the implementation of the Programme. This would be a way to construct local knowledge related to this type of initiative.

Self-perceptions

The participating fellows perceive themselves as “sowers of trust” in the use of language, as constructors of intercultural responsibility and as motivators towards the learning of English. At the local level it is important that the Programme continues to explore these perceptions through narrative and ethnographic studies. This will generate local knowledge and will contribute to ELT communities in general.


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