Learning English In Brazil - British Council

2y ago
146 Views
2 Downloads
202.39 KB
36 Pages
Last View : 19d ago
Last Download : 2m ago
Upload by : Camille Dion
Transcription

TeachingEnglishLearning English in BrazilUnderstanding the aims and expectationsof the Brazilian emerging middle classesA report for the British Council by Data Popular institute

Learning English in BrazilUnderstanding the aims and expectationsof the Brazilian emerging middle classesA report for the British Council by Data Popular institute1st Edition São Paulo

British Council 2014British Council BrasilRua Ferreira de Araújo, 741Pinheiros, São Paulo - SPBrasilwww.britishcouncil.org.br

SummaryIntroduction . 51English proficiency in Brazil. 72Education in Brazil. 93English learning in Brazil. 124How employers in Brazil approach English learning. 145The demand for English courses. 176English learners and the four skills. 227Choosing an English school. 248Online courses. 26Conclusion . 29Summary 1

2 Learning English in Brazil

Learning Englishin Brazil

4 Learning English in Brazil

IntroductionThe more affluent in Brazil have had access toEnglish learning for many years. However, overallEnglish proficiency levels in Brazil are still verylow, with only around 5% of Brazilians stating theyhave some knowledge of English. How can effectiveEnglish teaching be implemented to reach theemerging middle classes? And what are the aimsand expectations of these learners?This report was drafted by Data Popular forthe British Council to answer these questions. Itincludes an appraisal of current English languageteaching provision, identifies business opportunitiesin English teaching and explores the specific needsof different groups seeking to learn English. It isrelevant to teachers, school managers, academicsand policy makers interested in the teaching ofEnglish for the Brazilian emerging middle classes.The report focuses on Brazil’s growing middle andlower-upper classes and draws particular attentionto their interest in learning English to enhanceemployment prospects. It does not look at othersocial groups. Nor does it examine the demands ofspecific economic sectors, or the specific languagerequirements of scientific and technologicalresearch.The research was conducted in 2013 and involvedthree phases. In the first phase, Data Popular’s owndata sets were analysed alongside publicly availabledata sets, such as those provided by the BrazilianGeography and Statistics Institute (IBGE) and theMinistry of Labour. In the second phase, a seriesof interviews with Human Resources professionals,specialist and government agencies wereconducted. Alongside this, a series of focus groupswere held with middle class professionals agedbetween 25 and 35. In the final phase, a survey of720 middle and lower-upper class Brazilians aged18-55 was conducted in all regions across thecountry. The analysis of the results from these threephases formed the basis for this report.Learning English in Brazil 5

6 Learning English in Brazil

1English proficiency in BrazilIn Brazil, 5.1% of the population aged over 16 statethat they have some knowledge of the Englishlanguage. Nevertheless, there are differencesbetween the generations. Among younger peopleaged 18-24 the percentage of those stating theyspeak English doubles, reaching 10.3%. One in 10people aged 16 and above state that they hopeto start an English course in 2014.(1) In Brazil thelack of good quality basic education coupled withlimited access to private English courses makesit hard for employers to find employees with thelevels of English they require.Only 5% of Brazilians state they speak EnglishPeople 16 years old or older5.1%state they have some knowledge of the English languagePeople 16 years old or older9%state they intend to start an English course next yearYounger ones(18-24)10.3%The percentage thatspeaks English doublesSource: Data Popular Research: Brazil into Perspective 2013 - Base: 15001Source: Data Popular Research: Brazil into Perspective 2013Learning English in Brazil 7

English-speaking population by age group and classAge group10.3%18 -245.2%25-343.5%35-50Class9.9%Upper classMiddle class3.4%Source: Data Popular Research: Brazil into Perspective 2013English Language Level (Among those that know tDoesn’t knowSource: Data Popular Research: Brazil into Perspective 2013 - Base: 688 Learning English in Brazil

2Education in BrazilThe level of knowledge of the English languageamongst Brazilians reflects both the educationalopportunities available and, more broadly, theprovision of education in Brazil.When analysing the factors that influence thedemand for English language training, the first pointto highlight is the educational leap that has takenplace in Brazil. More recent generations have higherlevels of schooling than previous generations. Datafrom the National Research by Household Sample(PNAD) indicates that only 32% of those aged 48 to60 years have been schooled beyond elementarylevel. This is in stark contrast to those aged 18 to30 years of age, 57% of whom progressed beyondelementary level. (2)Overall, literacy levels in Brazil are still low. Only athird of Brazilians have read a book in the last yearand of this third, only half have read more than twobooks. This may explain why almost 30% of peoplein Brazil do not have a single book in their home.(3)The Brazilian’s Perception research indicates thateducation is highly valued. For the elite, educationis an important marker of social standing; forthe middle class, it is an important tool for socialprogression. University is perceived as a way ofdeveloping the basis for a professional career. For8 out of every 10 people, the main reason to go touniversity is to get a better job, and 84% of peoplebelieve that level of education is directly related toearnings.Schooling Level between 2%IlliterateComplete high schoolUp to elementaryStudying higher educationComplete elementaryComplete higher education19%11%2%Source: Data Popular based on PNAD2Source: Data Popular based on the PNAD3Data Popular Research: Brazil into Perspective 2013Learning English in Brazil 9

Profile of Brazilian functional illiteratesAge groupFunctional illiteracy means that a person is not able to read,write and do math well in regular lifen52%30%18%11%15-2425-3435-4950-64Source: Data Popular based on the 2011 INAF (Indicador Nacional de Analfabetismo Funcional)The role of higher education in the work market(% agreeing or disagreeing with the following statement: The main reasonto go to university is to improve your CV)DisagreeNeither agree nordisagree11%11%Agree78%Source: Brazilians’ Perception – 1,800 cases10 Learning English in Brazil

Education: symbolic value according to social classMiddle ionof individual andmaintenance ofthe social ensionof the familySocio-economic Classes in Brazil:ClassClass definitionAElite - Upper ClassBLower Upper ClassC1Upper Middle ClassC2Middle ClassC3Lower Middle ClassD1VulnerableD2PoorEExtremely PoorMonthly income per family memberValues in Brazilian ReaisAbove R 2,728R 1,120 - 2,728R 705 - 1120R 485 - 705R 320 - 485R 178 - 320R 89 - 178Up to R 89Average monthly income per familyValue in Brazilian ReaisR 14,285R 5,329R 3,094R 2,117R 1,694R 1,133R 713R 250Values from July 2013, according to INPC in BrazilExchange rate at the time was approximately 3.410 Reais per GBPLearning English in Brazil 11

3English learning in BrazilStatutory and the National Curricular Guidelinesmake the teaching of a foreign language atelementary and high school compulsory. However,teachers and experts acknowledge that Englishteaching - both public and private - is unable toprovide students with a usable level of English. Theyidentify similar reasons to those that cause otherproblems in basic education: the lack of languageteaching equipment and over-filled classrooms.There are also fundamental problems with theamount of time set aside for teaching English andit is hard to find adequately qualified teachers.(5)In these conditions English teaching is reduced tothe basic rules of grammar, reading short texts andlearning to pass multiple choice exams for universityadmittance.Even government officials admit that Englishteaching in basic education has many shortcomings.The National Curricular Guidelines (which outlinethe curriculum for each subject) are well articulated,but cannot be applied fully in practice. Officialshave pointed out that there are no language labs inschools as there is little funding available for them.The quality of public educationHow people rate public education in BrazilExcellentDoesn’t Know1%3%GoodVery Poor19%15%18%Poor44%AverageSource: Data Popular based on the 2011 Public Opinion Research/Senate Data5(Teaching the English language in Brazil. In: BABEL: Electronic Foreign Language and Literature Magazine. N.01 Dec. 2011. Available at: http://www.babel.uneb.br/n1/n01 artigo04.pdf , accessed on 22/05/2013.12 Learning English in Brazil

English Teachers in BrazilTotal number of English teachers formally registeredLanguage schools do not register their teachers and employees. Thereare also many unregistered private teachers.n16.2%English teachers - general6.8%English teachers at language schoolsSource: Data Popular based of RAIS/MTEThey feel that this limits oral communication, aproblem that many educators have argued isexacerbated by the large number of students inthe classroom.Government representatives and teachers alikehave bemoaned the poor quality of languageteachers working in basic language education.They argue that a bachelor degree in literaturecoupled with a teaching license does notprepare a language teacher for the reality of theclassroom and to effectively teach the language.There is a widely held belief that these teachersare unlikely to have actually had the means tovisit English speaking countries and lack thecommunication practice required to develop thecommand of a language. Experts have arguedthat it would be helpful to send teachers to travelto English speaking countries.The shortcomings of language teaching in Brazilhave resulted in a shortage of professionals whocan speak English well. That limits contact betweenprofessionals, clients and suppliers and restrictsinternational business opportunities. This affectsthe whole country - if Brazil is to function fully inthe global arena it will need professionals betterequipped with English.Learning English in Brazil 13

4How employers in Brazilapproach English learningUnderstanding the management models adopted bycompanies in Brazil is necessary for understandingcompanies’ English learning requirements. Althoughwhat follows is a simplified model, it is a helpful wayof understanding how a company’s managementstyle could impact on their choice of Englishcourse. Let us view two basic models: bureaucraticmanagement and entrepreneurial management.Bureaucratic management is based on obedience,whilst entrepreneurial management delegates moreresponsibilities. Companies that practice bureaucraticmodels tend to consider training more as an expenserather than an investment. They prefer hiringemployees with previous knowledge rather thaninvesting in qualification training courses. In general,they believe it’s only worth investing in English inspecific circumstances, with immediate practicalapplications, and that the employees should pay formost of the costs themselves. To these companies,studies are a potential disruption to the work routine.They are not willing to provide time, space andresources for their employees to study English.Such bureaucratic management companies tendto only set up partnerships with English schools incertain circumstances, namely: the company doesnot pay for the course directly; classes must beout of work hours and away from the company’spremises. Consequently, partnerships often consistof obtaining discounts for employees - usually 10% 20% of the monthly fee - which is granted accordingto the volume of students. In contrast to thisapproach, there is a minor trend in some sectors forcompanies to use incentive programs to encourageemployees to improve their English.English is the Predominant Language in International BusinessBusiness English Index/Global English 2013 research with executives from 77 countriesExecutivesinterviewed stated thatEnglish is themain businesslanguage91%9%Executivesinterviewed stated thatEnglish is not themain businesslanguageSource: Data Popular based on Global English Corporation, 201314 Learning English in Brazil

demands and preferences for companiesEnglish for companiesGeneral grammar andwritingcapabilities andcompetencies areless valuedTechnical Englishfor understandingspecific manuals andsoftware. Conversation(speaking and listening)skills for internationalrepresentatives, clientsand suppliersThese demands and preferencesvary significantly according to thecompany’s professional sectorTo attract bureaucratic management companies,an English language training provider needs topersuade the company’s decision makers thatthere are clear, practical benefits from investingin an English course. As these companies tend notto value traditional courses, courses need to betailored to the day-to-day needs of the corporation.It is essential to make the advantages of investing inimproving their employees’ English clear.Entrepreneurial management companies, on the otherhand, tend to value their employees’ development.These companies aim to hire employees with existingskills and knowledge, but also help them to achievenew qualifications and consider the associated costsas medium to long term investments. While theytend to value the knowledge of English more thanbureaucratic management companies, they still viewit as an instrumental means to an end. They are morelikely to buy in courses for their employees and tohold the courses on the company’s premises duringwork hours.Companies that adopt the entrepreneurialmanagement model are often more willing toestablish partnerships with English schools and tocreate learning and development objectives fortheir employees. These partnerships often involvethe company making partial or total payment forits employees. The quid pro quo for employees isthat their performance will be monitored by theircompany and they will be expected to pass tests.Entrepreneurial companies are more likely tosponsor English courses for their employees. Englishproviders that respond to their individual corporateneeds in bespoke ways tend to attract thesecompanies with relative ease. Like the bureaucraticcompanies, entrepreneurial companies also valuecourses that are easy to apply practically but unlikethem, they are open to courses which providelanguage training to a small proportion of their staff.Despite the different views, both managementmodels require a very practical type of Englishtraining, known as ‘English for Specific Purposes’(ESP) or ‘instrumental English’. Both managementmodels require English courses tailored to the dailyactivities of their employees. Meeting the companies’needs means offering very distinct courses,such as the kind of technical English required tounderstand specific manuals, software terminologyand conversation with international representatives,clients and suppliers. General grammar and writingcapabilities are less valued.Learning English in Brazil 15

In the tourism sector, the need to master Englishspeaking and listening is particularly important foremployees with a high degree of contact with foreignclients such as receptionists and resort managers.Their employers value classes that develop agilityand the ability to improvise in communication. Theseworkers often resort to makeshift communication– something observed in the answers received byour researchers in the Salvador market – but thereis a demand to improve on this to facilitate betterrelationships with tourists.Human resources departments acknowledge thatspeaking English can make the difference in a jobapplication. They tend to test candidates’ Englishlevels via exams. However few companies viewEnglish as a ‘must have’ - they have to be realisticabout the number of English speaking professionalsin the market. They may value English, but they stillhire many people who cannot speak it. There aresome reported cases of employees who can speakEnglish being paid more than others in the same role,but they are few and far between.The English language needs of industrial andtechnology firms vary according to the sectorthey operate in. Their employees are also likely tohave different needs according to their role in thecompany. For example, in the operations departmentthe requirement is for practical, technical andobjective knowledge while in the sales department,conversation skills are more important.The size and nationality of the company has abearing on the importance of English and howcompetent their employees need to be. Largemultinational companies with foreign headquartersrequire English at all levels of the corporatehierarchy - from the receptionists to the directors.These companies need English for internalcommunications and interacting with clients andsuppliers. This means that conversation courses tendto have a greater effect on the day to day working oflarge multinational companies.These two applications of English - technical andconversation - overlap in financial companies.The sector needs employees that know how tocommunicate with a vast range of clients, includingforeign ones. Having a good command of corporatelanguage is important for internal mee

English is the main business language Executives interviewed stated that English is not the main business language 9% 91% Understanding the management models adopted by companies in Brazil is necessary for understanding companies’

Related Documents:

Brazil already is a large producer and consumer of bioenergy. Brazil has reduced the deforestation rate in the Brazilian Amazonia by 82% between 2004 and 2014. Brazil's energy mix consists of 43% (in 2017) of renewables (80% of renewables in its electricity supply, in 2017). This already qualifies Brazil as a low carbon economy.

The Brazil Gateway builds upon Ohio State's more than 50 years of partnership and strategic engagement with Brazil. It focuses on four key areas: students, research, alumni and partnerships. Contact us to find partners and begin collaborating in Brazil! 55 11-97466-1123 (Brazil) 1 614-302-0253 (USA) EXPLORE THE POSSIBILITIES 1 Start .

Chapter III:British Enterprise in Bangkok. 93 1.The Role and Importance of British Trading Houses in Bangkok. 93 2.The British Trading Houses. 100 3.The British Banks in Bangkok. 124 A)Paper Currency. 128 B)The British Response to the Gold Standard,1902. 130 C)The Idea of a National Bank and the Effects on the British Banks. 136 4.Public Works. 147

The following abbreviations are used in this Rule Book: BRC: British Riding Clubs BHS: British Horse Society BD: British Dressage EI: Eventing Ireland BE: British Eventing BS: British Show Jumping DI: Dressage Ireland SJAI: Show jumping Association of Ireland BEF: British Equestrian Federation FEI: Fédération Equestre Internationale

Botsuana Fijo Botswana Fixed 0.109 0.036 Brasil móvil Brazil Mobile 0.109 0.010 Brasil Fijo Brazil Fixed 0.010 0.010 Islas Vírgenes Británicas móvil British Virgin Islands Mobile 0.109 0.109 Islas Vírgenes Británicas Fijo British Virgin Islands Fixed 0.036 0.109 Brunei Darussalam móvil Brunei Darussalam Mobile 0.073 0.049 Brunei Darussalam Fijo Brunei Darussalam Fixed 0.073 0.012

Title: Std. 5th Perfect English Balbharati Workbook, English Medium (MH Board) Author: Target Publications Subject: English Balbharati Keywords: 5th std books maharashtra board, fifth standard english medium maharashtra board, 5th std english book, 5th std english digest, 5th std english lessons, std v english book, 5th standard english guide maharashtra b

French English or German English; instead we have a variety of English spoken in India, such as Hindi English, Bengali English, Urdu English, Tamil English, Kannada English, Malayalam English, Telugu English based on all these variations it can be named as Ind

API RP 500 and API RP 505 NFPA 497 and NFPA 499. PETRONAS Technical Standards provides guidelines to ensure proper management of Ex Equipment. 1. Ex Electrical Equipment Inspection and Maintenance Guidelines (Ex IMG) Standards and Guidelines Personnel Inspection Maintenance 2. Ex Equipment Repair Guidelines (Ex ERG) 3. Ex Management Assessment Guidelines (Ex MAG) 4. Ex .