Champion Teachers: Stories of Exploratory Action Research

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https://hdl.handle.net/20.500.14069/687

The Champion Teachers project began in 2013 as a British Council - Ministry of Education initiative to provide an alternative to the top-down tradition in in-service teacher education in Chile. Unlike previous initiatives, the project aimed at the promotion of continuing professional development (CPD) by advocating autonomy, reflection and empowerment and allowing English teachers to explore their own contexts and practices in order to better understand their work and promote their students’ learning.

The project began with an initial workshop in January 2013 which attracted the voluntary participation of 80 teachers, and this was followed by a year of mentoring support for the 40–50 who expressed willingness to actually embark on a project. Most of these teachers gave final reports on their projects to one another at a final, follow-up workshop in January 2014.

The role of mentors during the first year had been to provide advice on research procedures within a dialogic relationship, mainly via email-based communications. An even more humanistic kind of relationship between new teachers and mentors was achieved via Skype and phone conversations during the second year, which itself began with workshops for English Teacher Network participants in five locations the length of Chile. These workshops were organised by the English Opens Doors Program of the Ministry of Education, which was by this point becoming more involved in the initiative. From Year 2 onwards, mentors who were experienced secondary school teachers and former Champion Teachers themselves were preferred to university-based teachers. This change was intended to bring about greater sustainability of the project and came also in response to participant feedback.

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Now showing 1 - 5 of 9

Upgrading writing skills
(2016) Aguilera, Leyla Nuñez
Context: In Puente Alto, Santiago, Chile, a teacher addresses writing skills challenges among 9th-grade students (14- to 15-year-olds) from mixed socio-economic backgrounds. Aims: To explore students' writing difficulties, their perceptions of writing tasks, and to identify strategies for improving their writing skills. Methods: The teacher conducted informal discussions with other subject teachers, devised student questionnaires, and used classroom observations to collect insights on teaching writing and student engagement. Findings: A key finding was that while teachers of Spanish and English explicitly taught writing, teachers of other subjects did not do so. Students reported writing topics as uninteresting or irrelevant, feeling rushed through content, and lacking support in vocabulary and expression. Tasks were often not age-appropriate. They expressed a need for more practice and feedback. Implications: To enhance students' writing skills, it can be important to select age-appropriate and engaging topics, provide scaffolded support, allow ample opportunities for practice and feedback, and adjust the pace of lessons to accommodate students' different learning speeds.
Why don't my students speak in English?
(2016) Hoyos, Teresa Ríos
Context: In Calama, Chile, a secondary school teacher observed 9th-grade students (15-year-olds) from diverse socio-economic backgrounds showing reluctance to speak English, despite having studied the language for at least two years. Aims: The study aimed to uncover why students were hesitant to speak English, their preferences regarding speaking activities, and the opportunities provided for speaking practice within the classroom. Methods: The teacher employed questionnaires for students, consulted colleagues, and invited a peer to observe her teaching methods to gather insights on students' speaking practices and preferences. Findings: Students preferred dialogues and role-plays for speaking activities, expressing a desire to interact more with peers. They felt nervous about speaking in front of the class, indicating a need for more frequent and varied speaking opportunities. Implications: The research emphasizes the importance of providing diverse speaking activities, such as dialogues and role-plays, to encourage student interaction and reduce speaking anxiety. Increasing the frequency of speaking tasks and diversifying groupings can also enhance student engagement and confidence in speaking English.
English communication in the classroom
(2016) Silva, Esteban López
Context: In a municipal school in Santiago, Chile, a study was conducted with 24 Grade 7 learners (13-year-olds) focusing on improving English communication skills. These students, having studied English since Grade 5, demonstrated a very low proficiency level. Aims: To raise students' English proficiency closer to the expected standard set by the Ministry of Education (Mineduc), focusing on listening comprehension, writing, and speaking skills. Methods: The research employed input-based instruction (IBI), incorporating enhanced and structured input techniques. Activities included enhanced input examples and structured input demonstrations to facilitate both oral and written language development. Findings: Initial tests showed students' proficiency far below Mineduc standards. However, after implementing IBI strategies, a noticeable improvement was observed in students' ability to express themselves, both in written and oral English. The average score improved from 35 out of 70 to 56 out of 70 in a subsequent test. Implications: The study underscores the effectiveness of input-based instructional strategies in enhancing English language proficiency among low-level learners.Via ample input and focus on form, even learners with minimal language exposure can improve their speaking and writing skills.
Motivation for self-confidence in English
(2016) Varela, Javier Ávalos
Context: In Santiago, Chile, an English teacher engages with adult students aged 16 to 60 at a municipal school, addressing their challenges in learning English due to previous educational gaps. Aims: The study aims to improve students' self-confidence and motivation in learning English, focusing on overcoming fears related to speaking and understanding the language. Methods: Through questionnaires, reflective teaching practices, and innovative classroom activities like making signs, the teacher sought to identify and mitigate students' apprehensions towards English learning. Findings: Initial student feedback highlighted significant nervousness and frustration with learning English, particularly concerning pronunciation. Intervention strategies, such as relatable classroom activities and positive reinforcement, led to increased confidence, motivation, and participation among students. Implications: The study underscores the importance of tailoring English language teaching strategies to adult learners' specific needs, fostering a supportive learning environment, and employing practical, real-life activities to enhance engagement and confidence in language learning.
Encouraging students to speak in English
(2016) González, Daniela Gajardo
Context: This research took place in a rural school in the Bío Bío Region, Chile, involving 7th grade (13-year-old) students from diverse socio-economic backgrounds. It focused on the reluctance of students to speak English, addressing the broader issue of confidence and motivation in second language acquisition. Aims: The study explored the reasons behind students' reluctance to speak English, assessing their feelings about speaking in class, and identifying strategies to encourage active participation. Methods: Through observation, questionnaires, and a reflective journal, the researcher investigated students' attitudes towards speaking English and the effectiveness of various classroom activities designed to promote oral skills. Findings: Students were found to be nervous and insecure about speaking English, fearing ridicule for making mistakes. Interventions such as group discussions, role-plays, and the strategic selection of activities improved their confidence and willingness to speak. Implications: Encouraging a supportive classroom environment and incorporating interactive, student-centered activities can enhance students' confidence in speaking English. A teacher can foster respect and empathy among students to reduce fear of embarrassment and promote language practice.

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