Universidad Nacional

Federico Villarreal

FACULTAD DE EDUCACIN

THE CONTEXT OF ELT IN PERU

MONOGRAFIA

PRESENTADO POR

MORENO CUTIPA, JUAN LUIS

LIMA, PER

2016

INDEX

ABSTRACT

1. CHAPTER I

1.1 Definition of ELT

1.2 ELT in Peru

2. CHAPTER II

2.1 ELT in schools

2.2 ELT in Elementary School

2.3 ELT in High School

3. CHAPTER III

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3.1 ELT in Universities

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3.2ELT in Institutes

10

3.3 Factors that influences English learning

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4. CONCLUSION

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5. NEXOS

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6. BIBLIOGRAPHY

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THE CONTEXT OF ELT IN PERU

Abstract:
English in our country became important the last decades. Most of
the universities, schools or jobs require this special ability from their
workers or students. There are many reasons to learn English and many
ways to teach it. Most people consider it important because most of the
information that we can get is in English. Reading, TV series, books,
manuals, etc. are in English, so we need to know the language.
Talking about English, as teacher, we focus on education, on how
the language is learned. There are different ways to teach it, and there are
different groups of people. Teachers must adequate their material it order
to make it meaningful for them.
This work tries to explain the important or knowing the language,
how it is developed in our country and how it is worked in different
environments. It contains the different level that a teacher can find in a
classroom, the different age groups that a teacher will face and how it
takes place in the classroom according to their level.

CHAPTER 1

1.1 DEFINITION OF ELT

The term ELT comes from English Language Teaching. It is the teaching
of English as a second language. It involve the practice and the theory of
teaching English for people that their first language is not English. In
addition, it is a general umbrella term that involves EFL, ESL, EIL and ESP
(they are different abbreviations of kind of English teaching and different
groups of people who need to learn the language.). In Peru, we focus on
what is EFL, because teaches teach English for students who their mother
tongue is not English. The main point of ELT is that students learn the
language (English) and use in their real life. It has to be focus primarily on
the more practical classroom-based aspect of the language pedagogy. It
works with different approaches and methods. It involves all the aspect of
the language, not just the grammar, the social aspects and the cultural
aspect too.
English in different part of the world is taught for different groups of people,
for different purpose and reasons. The idea of teach it is to help students
to communicate their ideas, to share their thoughts, but more important, to
find the way to make it easier for the students. As teachers know, there are
different method to teach, and theses method need to be suitable for
different contexts.
However, for the ELT, the dominant approaches are the GrammarTranslation Method (GTM), the Communicative Learning Teaching
approach (CLT) and the Task-Based Language Teaching approach (TBLT).
Nowadays teachers prefer to use the CLT approach because they focus
on the fluency and the accuracy of the language. However, it does not
mean that the other approaches are not useful. Teachers usually use a
variety of activities those come from different approaches.
The ELT is also influenced by the culture of learning in each country. So
there is right method to teach English, because it contains different
aspects that teachers would know.
1.2 ELT IN PERU
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In Peru, English is taught in school (elementary and high school) and

English institute and universities (It is a requirement for your graduation).
When we talk about schools, English is part of the curricula. It must be
taught especially in high school. Some elementary schools avoid English.
In Peru, there are different purpose, in schools for example, students are
obligated to study English, because as it was mentioned before, it is part
of the curricula. But Institutes which teach English have students who find
in the language, a good way of success.
Recently, the government tries to encourage students to learn English. We
have to mention that government increase the number of hours of English
in school, in order to make students familiar and learn more about English
in schools. Peruvian people is not looking at English anymore as a strange
language, it became common for us.
The government hopes that the level of students get a A2, but it is not
what really happen. Some problems that they mention are not qualified
teachers, wrong management of class time, bad methodology and a big
number of students per classroom. This makes that classes are not
communicative at all, they just focus on writing or grammar or reading
comprehension
On the other side, if we compare the number of people who wants to learn
English now and the number of people 20 years ago, it has increase a lot.
There are other reasons why Peruvians want to learn English. Lately, Peru
has become an important touristic place, so it is an important way to earn
money to learn the language and help tourists. Also people want to learn
the language because they want to travel and have a new life in a different
country or become a teacher, that nowadays it is and important field.
That is why there are institute to help teacher to develop their teaching
skills, because when teachers teach English, involves many aspects.
Institutes like ICPNA, or BRITANICO have this programs. So students who
finishes the English course, they can apply to this courses, in order to

learn how to teach, the aspect that they need to involves and what to
expect at the end of the lesson.
In order to make English as a career, there are universities that have
courses to become an English teacher and get a degree. One example is
EUDED that have the career of English education, or Universidad de Piura
that also have this course. All of this in to give English the importance that
it deserves, in a society that is always changing and exchanging
information around the world.
In addition, Peru has more English speakers than countries like Chile,
Colombia, Ecuador and Venezuela. Finally, the government gave 250
million to improve the quality of the English teaching in Peru; British
teachers come to Peru to help Peruvian teachers with their methodology.
So, as we can see, English became important in our country the last 5
years. It became part of our life, to connect with another place around the
world. Peru is still in progress to make English one of the most spoken
language here. Teachers have the reasonability to help students to speak,
to get fluency and to communicate using the language.

CHAPTER 2
2.1 ELT IN SCHOOLS
Nowadays schools know how important English could be. Students can
get information, exchange it, or share ideas around the world using just
one language. People should consider that English would help students to
be part of a world that is changing, a world that will need a language in
common for people of different part of the world. English in Peru is not so
common, or schools do not think that it is necessary. Some schools have
the opportunity to teach English in their classrooms. However, another

schools consider it like a subject that is for complete their hours in class,
even when we know that it is necessary and our world is currently
influenced by English.
Nowadays it is known that the government have increased the hours of
English in schools, because it was around 2 hours per week. It was not
enough if we want that students learn English from the first grade in
school. In addition, they have mentioned that they will increase more
hours of English by internet, so students can be at their house and
practicing from it. At the beginning, it will work just for some schools, but
then it will be for all schools that have their complete hours of teaching.
There was mentioned that the hours of English in school will increase until
5 hours, because 2 hours per week it is not enough to get students with A2
level. If the government wants this change, they have to invest in teachers
preparation, infrastructure and material that improve the quality of the
classes.
Also, there are teacher who teaches English but it is not their area, they
teach English but just the basic level of it. They are not well prepared to
teach it. They do not have any official certification to teach it. The
government, to try to change tis, will evaluate the teacher who can teach
English and prepare them to complete their carrier, but the ones who does
not have the qualities to teach it will be removed of their position and will
find other teachers.
In addition, there were programs that help and improve the quality of
English in teachers who teaches it already in schools. Some teachers
have the opportunity of interact with other ones from different countries.
The idea of improve the quality is to have teachers who encourage
students to speak and talk in English, teachers who help students to share
idea at least single ideas. But is it happening now in schools in Peru?
2.2 ELT IN ELEMENTARY SCHOOLS
In Peru, English for elementary schools focuses on vocabulary, and some
of the important structure like the present, future or past. Parents usually
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support English in elementary school. Sometimes they pay the teacher to

teach their sons. But as it was mentioned before, they do not consider an
important subject, or not as important as math or language.
In addition, there is not mandatory to teach English in elementary school,
so this is a problem when they get to high, where it is mandatory.
As teachers know, kids are closer to learn the language when they are
young. Kids can learn the language by listen and repeating them, they can
acquire it just being surrounded by people who use the language.
Teachers should take this important stage as an opportunity to catch their
attention.
Parents take English as a secondary course, and some schools want to
teach it, but at the same time, teachers do not have the enough material,
or the appropriate environment to teach it, because they do not have an
appropriate audio, TV, whiteboard, even English books.
Sometimes it difficult to make students interested in the topic, because
students usually do not like English. They do not see words in English
regularly in their environment, and the method that help most of the
teacher is the Grammar Translation Method.
The context that teachers have in Peru is not the correct one. English is
taken as part of what students must learn, but not what students need to
learn in order to make it useful, even teachers do not take it like that.
2.3 ELT IN HIGH SCHOOL
In High School, there is another reality. Public schools start teaching
English in first year because from this level, it is mandatory to learn
English. In elementary it was not an obligation. Therefore, what students
should have learnt in elementary school, they are learning it in high
school.

On the other hand, Private schools have the opportunity to

continue teaching English because they have taught it in elementary

school.

When students enter in high school, most of the parents do not continue
paying attention on their sons studies. So English is a course that they
have to finish, not the one that they need to understand to open a new
world for them.
Teachers had the opportunity to train in order to improve their English.
Especially for high school, what the government is looking for is teachers
get an international certificate, so they help them with seminaries, with
speeches to improve their English and their methodology.
2.4 PRIVATE EDUCATION
In general, private education have more opportunities to learn language
because they do not follow all the rules the government dictated. They
have their own curriculum that the can manage and modifiy according
what they expect for their students. Also, as people know, private
education look for students who learn subjects, and they can expand their
hours, it means that they can have 4 or 5 or even 8 hours of English
during the week.
CHAPTER 3
3.1 ELT IN UNIVERSITIES
In the past, universities had different English programs that students
could take in order to get extra points or to know the language, but ome
years ago, the education minister dictated that when a student finish their
college, they must have studied a foreign language. They did it especially
focusing on English, because students need to know it in order to
graduate.
Some students learn English and another language because they decide
to become translators. So they study these carriers at the university and
they need to learn more than one language. Also there are universities
which teach education but based on English, it means that teach to
become an English teacher.

Also to get you magister or Ph.D., students need to have one language
(it is preferable English) and two language. It comes from the new rules
for college that the government dictated.
3.2 ELT IN INSTITUTES
In this case, students want to learn the language with different purpose.
Maybe they need to travel, or they need it for their carrier, or many
reasons. In Peru, There are different English institutes, which can
prepare student to learn the language, and use them in real life situation.
For example ICPNA or BRITANICO, which are the most relevant in our
country.
Then we have institution like Euroidioma, EIGER or English institution
which are not that well known as the previous ones. All of them focus on
teaching English.
Some military institution do not need a certificate, they want that they
students get a B2 level, but it is not relevant to have a certificate to
graduate there.
3.3 FACTORS THAT INFLUENCE ENGLISH LEARNING
It is not new that there are not the same opportunities for everybody in
Peru about learning English. Some aspects may be that in schools there
are not the same opportunities.

Money is another important factor. According a survey, the majority of

people who have the opportunity to study a language is from group A or B
or C. There are the ones who have a regular salary and can afford a
payment for each month that they are studying. These groups can afford
English institutes that have an important name. They can have the private
class that they want. However, if we talk about these group is the majority,

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which study English, it is not the majority in Peru, because the majority of
people in Peru do not have the opportunity to study it because of money.
They cannot afford the payment of every month.
They can afford places that have the enough material to teach the
language according what they want.

Parents encourage their sons o study English because they find on it the
opportunity to increase their jobs opportunities, to travel to another country
or to make it as a carrier.

On the other side, we have a population. We have a country, which is

multicultural. Some parts of Peru want to study the language but without
lose their own culture. They do not feel confident with someone who is out
of their culture. Therefore, they look for a person who come from their own
culture and teach them using their own culture as context.

Then, the places in Peru. There are places that English cannot be teach
because they are too far to get there. There are programs that send young
teachers to these places in order to teach English there. The government
teach them how to teach people who live far from lima or for places where
humans can be.

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CONCLUSION

In Peru, English is accepted as a language for business and the

government take it as a way to be success in business and earn more
money around the world. That is why a goal for the government by 2021 is
to have to languages (Spanish and English).

The new education laws said that English for everyone but it cost will be
the lowest for public education. In addition, with all the conventions with
institutes, universities or international identities, they try to improve the
quality of the students.

There is also a possibility to send teacher to other countries to study and

practice the language, in order to improve their English and their
methodology.

It is not going to be easy to get their purpose. Their first problem would be
money. In Peru, people do not have the same salary, So people who has a
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salary to get private lessons of private teacher to learn the language have
more advantages that the one who just gets English in a public school.
Nowadays people know that learn a language is a way to have more job
opportunities. In a clear way, the government with all these changes look
for opportunities

They are looking for a way to help good students, students who really
want to learn and who doesnt have enough resources to sing up in a
English class in private institutes. That is why we have BECA 18. To help
students who want to learn the language.
So, at the end, what we are looking for is students who can have the
opportunity to go out of Peru and star their own business, their own life
and English wont be a barrier in this process of development.

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NEXOS

1. Chart of people who want to learn English according their gender.

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2. Chart of people who study English and who does not.

3. People who have learnt English in Peru.

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4. People who learn English based on their carrier.

5. People who study English based on their level of education.

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6. People who study English based on the amount of money they

earn.

7. When people study English.

8. Reasons to study English.

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9. Reasons why people do not study English.

10. How people learn English.

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REFERENCES

1. www.collinsdictionary.com/dictionary/english/english-languageteaching
2. www.gse.upenn.edu/sites/gse.upenn.edu.wpel/files/archives/v25/D
ewey&Leung.pdf
3. www.linguistik-online.de/26_06/anchimbe.html
4. researchcommons.waikato.ac.nz/bitstream/handle/10289/3291/thes
is.pdf?sequence=1&isAllowed=y

5. www.expatperu.com/teaching-english-peru.php
6. www.cnc.gob.pe/images/upload/paginaweb/archivo/25/English
%20in%20Peru%20Spanish%20Version..pdf
7. Learning Teaching Jim Scrivener

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