[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78488-en":3,"doc-seo-78488-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78488,2336464648322,"Aria","https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488",8,"Research & Report","English Language Learning in Latin America","English Language Learning in Latin America outlines the regional drive to expand access to English through national strategies, programs, and investments across ten countries. It evaluates policy frameworks, learning standards, assessment systems, and teacher-related provisions, linking these to observed test results showing low English proficiency. The report identifies policy and implementation bottlenecks—especially gaps in classroom provision, quality, and teacher capacity—and derives actionable recommendations to raise quality and strengthen cross-country learning.","English Language Learning in Latin America  \nSEPTEMBER 2017  \nKathryn Cronquist and Ariel Fiszbein  \nContents Preface 03  \nExecutive Summary 04  \nI. English Language Learning In Latin America 08  \nII. English Language Learning Policy Framework 20  \nIII. English Teachers In Latin America 36  \nIV. Lessons From English Language Learning Programs 46  \nV. Recommendations 54  \nReferences 64  \nAppendix A: Methodology Of Indicators Of Progress 75  \nAppendix B: Glossary Of National Ell Programs 77  \nAppendix C: List Of Interviewees 78  \nEndnotes 79  \n01  \nENGLISH LANGUAGE LEARNING IN LATIN AMERICA  \nPreface  \nEnglish language learning has become an important strategic issue across the Latin American region. Countries have developed national strategies, created programs and made important investments to expand access to English learning opportunities. This report provides an overview of the state of English language learning in ten countries in Latin America, with a particular focus on assessing the policies in place and identifying key bottlenecks affecting the opportunities for high-quality programs. The Inter-American Dialogue and the authors see this report as a contribution to a much-needed debate across the region on how to improve the quality of English language learning.  \nThe report was made possible thanks to the generous support from Pearson.  \nThe authors gratefully acknowledge the research support of Tania Pruitt, intern at the Inter-American Dialogue. The report benefited greatly from information and feedback provided by Lucia Acurio, Dante Antonioli, Cristina Banfi, Marlene Barriga, Claudia Brovetto, David Calderón, Rosa María Cely, Santiago Cueto, Alejandra Echagüe, Rodrigo Fábrega, Leonardo Garnier, Santiago Gutiérrez, Maria Oviedo, Pia Macias, Camila Pérez Torres, Karina Piña Pérez, Gloria Salazar, Marcela Salgado, Cyndi Smith, Sarah Stanton, Andrew Starling, Marelisa Tribaldos, Fernando Valenzuela and Horacio Walker.  \n02  \nENGLISH LANGUAGE LEARNING IN LATIN AMERICA  \nExecutive Summary  \nEnglish proficiency is increasingly necessary for business and international communication and, in that regard, linked with prospects for economic competitiveness and growth in the global economy. Interest in  \nlearning the language continues to grow throughout Latin America. The region has made considerable efforts to improve English language learning through policies and programs, resulting in more people in the region having access to English language learning (ELL) .  \nHowever, test results indicate that English proficiency is very low. The educational system is simply not producing students with adequate levels of English proficiency. Schools are often unable to provide the necessary English classes, while those that do exist are often of poor quality. Learning opportunities outside of the educational system, although increasingly available, are unable to make up for deficiencies within formal schooling.  \nImprovements in ELL policy and programs are necessary to improve English proficiency levels. Furthermore, quality implementation of these policies and programs is essential to overcoming the barriers faced throughout the region.  \nHow can countries implement effective policies and programs to improve learning levels? Through an analysis of ELL policies, teacher effectiveness, and learning programs, this report looks at best practices and weak areas throughout Latin America. Finally, this report makes four recommendations to solve policy bottlenecks, address the teacher shortage, find other learning opportunities, and create a space for sharing and learning across countries.  \nEnglish Language Learning Policy  \nA well-developed policy framework is essential to guide English teaching and learning. An evaluation of the ELL policy frameworks of ten Latin American countries, including Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Mexico, Panama, Peru, and Uruguay, demonstrates the advancements in ELL policy as well as the","cbCaiqFtve5XDFo7","https://ap.wps.com/l/cbCaiqFtve5XDFo7","pdf",851160,5,1,82,"English","en",105,"# Preface\n# Executive Summary\n# English Language Learning in Latin America\n# English Language Learning Policy Framework\n# English Teachers in Latin America\n# Lessons From English Language Learning Programs\n# Recommendations\n# References\n# Appendix A: Methodology Of Indicators Of Progress\n# Appendix B: Glossary Of National Ell Programs\n# Appendix C: List Of Interviewees","[{\"question\":\"Why is English proficiency increasingly important in Latin America, according to the report?\",\"answer\":\"The report links English proficiency to business and international communication, and to prospects for economic competitiveness and growth in the global economy.\"},{\"question\":\"What does the report say about current English proficiency levels and why they remain low?\",\"answer\":\"Test results show very low English proficiency because the educational system is not producing adequate levels; schools often cannot provide sufficient English classes or provide poor-quality instruction.\"},{\"question\":\"What are the report’s main recommendations for improving English learning outcomes?\",\"answer\":\"It recommends improving ELL policy and program implementation, addressing policy bottlenecks, tackling the teacher shortage, expanding other learning opportunities, and creating mechanisms for sharing and learning across countries.\"}]","English Language Learning in Latin America | PDF",1784100572,207,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":29},"english-language-learning-in-latin-america","",{"@graph":37,"@context":87},[38,55,70],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":54},"https://docshare.wps.com/document/english-language-learning-in-latin-america/78488/",4,{"url":53,"name":13,"@type":56,"author":57,"headline":13,"publisher":59,"fileFormat":62,"inLanguage":24,"description":14,"dateModified":63,"datePublished":64,"encodingFormat":62,"isAccessibleForFree":65,"interactionStatistic":66},"DigitalDocument",{"name":9,"@type":58},"Person",{"url":42,"name":60,"@type":61},"DocShare","Organization","application/pdf","2026-07-30","2026-07-15",true,{"@type":67,"interactionType":68,"userInteractionCount":20},"InteractionCounter",{"@type":69},"ViewAction",{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"Why is English proficiency increasingly important in Latin America, according to the report?","Question",{"text":77,"@type":78},"The report links English proficiency to business and international communication, and to prospects for economic competitiveness and growth in the global economy.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"What does the report say about current English proficiency levels and why they remain low?",{"text":82,"@type":78},"Test results show very low English proficiency because the educational system is not producing adequate levels; 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