From Policy to Practice: Teaching English in Paraguay’s Public Education System
DOI:
https://doi.org/10.57201/rcff.v22ad2.9401Palabras clave:
language policies, education policies, English-as-a-Foreign-Language, EnglishResumen
Paraguay's Law No. 5031/2013 represents a major shift in national language policy by mandating English instruction in public schools from preschool through secondary graduation. Focusing on teacher education, this study evaluates the scope and effectiveness of strategies used to implement this mandate. This mixed-methods study analyzes curriculum frameworks, policy documents, and semi-structured interviews with government officials and teacher educators. The findings reveal notable progress, including updated curricula and a nationwide in-service teacher training program. However, key challenges persist, such as a shortage of certified English teachers, inconsistent teacher preparation, and an over-reliance on virtual platforms where in-person training is unavailable. Interview data show that while teacher education programs formally integrated English in 2019, systemic barriers limit its success. These include scarce teaching resources, weak institutional support, and English's low priority compared to Paraguay's broader bilingual education framework. By detailing both achievements and ongoing hurdles, this study enriches research on foreign language instruction in Paraguay. Ultimately, it offers practical insights for policymakers and educators striving to improve teacher preparation and advance equitable, high-quality education.
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Derechos de autor 2025 Valentina Canese, Cynthia Rolón, Maura Zalimben
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
