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Revista entorno, Universidad Tecnológica de El Salvador, número 71, enero-junio 2021, ISSN: 2071-8748, e-ISSN: 2218-3345
https://biblioteca2.utec.edu.sv/entorno/index.php/entorno
English Language Learning in English
Language Teacher Education
in El Salvador
Manuel de Jesús Laureano-Alvarenga
ORCID: 0000-0001-8735-0588
Maestro en Métodos y Técnicas de
Investigación Social y Licenciado en Idioma Inglés
Coordinador del Departamento de Investigación del
Instituto Especializado de Nivel Superior
Centro Cultural Salvadoreño Americano
e-mail: manuel.laureano@iensccsa.edu.sv
Silvia Maricela Ramos
ORCID: 0000-0002-8585-4974
Licenciada en Idioma Inglés Opción Enseñanza
Docente Investigadora del Instituto Especializado
de Nivel Superior
Centro Cultural Salvadoreño Americano
e-mail: silvia.ramos@iensccsa.edu.sv
Recibido: 1 de abril 2021
Aceptado: 22 de mayo de 2021
DOI: https://doi.org/10.5377/entorno.v1i71.14325
URI : http://hdl.handle.net/11298/1208
English Language Learning in English
Language Teacher Education in El Salvador
Resumen
Esta investigación consistió en describir las historias
de éxito de docentes de inglés en preservicio
durante el desarrollo de competencias lingüísticas en
universidades salvadoreñas. La metodología utilizada
fue cualitativa con un enfoque fenomenológico, con
el propósito de comprender las experiencias de vida
durante el aprendizaje del inglés. Los participantes
fueron 62 catedráticos, 57 docentes en formación, 16
coordinadores y 5 graduados de programas de inglés,
quienes asistieron al simposio de lingüística aplicada
realizado en septiembre de 2016. El instrumento
aplicado fue una guía de entrevista semiestructurada
con preguntas abiertas y cerradas. El análisis de
datos se realizó por medio del software NVivo 10.
Abstract
This research study aimed at describing student
teachers’ success stories related to the development
of English language prociency in teacher
education programs at Salvadoran universities. The
research methodology was qualitative and followed
a phenomenological approach to understand
participants’ lived experiences in learning English
in El Salvador. Participants of the study were 62
professors, 57 current student teachers, 16 EFL
program coordinators, and 5 alumni who attended
to the two-day symposium of applied linguistics held
on September 2016. The instrument used was a
semi-structured interview with open and close ended
questions. The data was analyzed through the use of
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Los hallazgos establecen que a) el énfasis de la
preparación de maestros de inglés debe enfocarse
en comprensión auditiva, expresión oral y adquisición
de vocabulario, b) las asignaturas que contribuyen
al desarrollo de competencias lingüísticas son
expresión oral, comprensión lectora y gramática,
c) la evaluación de competencias lingüísticas se
realiza a través del examen TOEFL-ITP, entrevistas
y exámenes escritos, d) las estrategias de éxito en
exámenes estandarizados son la práctica y el estudio
constante, e) las estrategias que las universidades
emplean para desarrollar competencias lingüísticas
son la práctica, cursos de refuerzo, oportunidades
de desarrollo profesional y facilitar materiales, y f) las
principales actividades que docentes en preservicio
realizan fuera del aula son ver películas, escuchar
música y la práctica constante.
Palabras clave
Inglés - Enseñanza - Evaluación - Estudios de casos.
Profesores universitarios - evaluación - Estudios
de casos. Formación profesional de maestros.
Entrenamiento en servicio de maestros. Lingüística.
the qualitative software NVivo 10. The ndings revealed
that a) teacher education should be emphasized
mainly on listening, speaking, and vocabulary, b)
the courses that help student teachers to enhance
English prociency are speaking, reading, and
grammar, c) student teachers’ prociency is evaluated
mainly through the administration of the international
TOEFL-ITP test, oral interviews, and paper and pencil
tests, d) the main strategies student teachers employ
to be successful on prociency achievement tests are
practice and self-paced learning, e) the strategies
universities implement to enhance prociency in
teacher education programs are practice, remedial
courses, professional development opportunities,
and giving materials for self-study, and f) the activities
student teachers frequently do outside the classroom
to develop prociency in English are watching movies,
listening to music, and self-practicing.
Keywords
English – Teaching – Assessment – Case Studies.
University Professors – assessment – Case Studies.
Professional teacher education – In-service teacher
training. Linguistics.
Introduction
This study seeks to inquiry how Salvadoran universities
aid in enhancing pre-service teachers’ English
prociency to be able to teach the language with a
high level of prociency. In El Salvador, the Ministry of
Education publishes every year longitudinal data related
to the enrollment and graduation rates of students in the
different programs offered by all universities. The data
shows that the total number of students enrolled in the
Bachelor of Arts Degree programs and the Associate
Degree in English teaching from 2011 to 2015 was 44,407
students. The same statistical report demonstrates that,
in the same period of time (from 2011 to 2015), only
2,409 students graduated from the Bachelor of Arts and
Associate Degree programs in English teaching. The
data presented reveals that the number of graduates
represents just the 5.42% (MINEDUCYT, 2016a). The
low graduation rate in English teaching programs might
be associated with students that are not meeting the
exit requirements in the English Language Teaching
programs established by the Ministry of Education
due to the poor and low quality preparation given in all
universities. In this regard, students taking the Bachelor
of Arts Degree programs in English language teaching
must achieve a 551 score on the TOEFL-ITP test, and
student teachers taking the Associate Degree must
achieve a 520 score to exit the program, on the same
test, so they can become certied English teachers.
However, as statistics of passing rates from 2013 to 2015
illustrate, only 31% of student teachers have passed the
test with 520 or above (MINEDUCYT, 2016b). Therefore,
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a high rate of those prospective English teachers (69%)
do not achieve the required score, and thus, are not
able to become certied English teachers, at least not
immediately. They may continue their English learning
and retake the test at a later time. Even though the
statistics of approving the test is very low, it becomes
the main purpose of this research because it is relevant
to understand how just a small number of pre-service
teachers succeed in developing their English language
prociency. Therefore, the main research objective for
this study is to describe pre-service teachers’ success
stories related to the development of English prociency
in teacher education programs at Salvadoran
universities.
Research Methodology
The main research objective helped to select the most
appropriate methodological procedures to describe
pre-service teachers’ success stories that inuence the
development of English prociency in teacher education
programs at Salvadoran universities. This study follows
a qualitative research methodology because “qualitative
research is concerned with subjective opinions,
experiences, and feelings of individuals” (Dörnyei, 2007,
p. 38). In this regard, a phenomenological approach was
used in order to comprehend the meaning of participants’
lived experiences (Creswell, 2007). In order to make
a proper interpretation of the data collected, the type
of phenomenology used is hermeneutical (Lichtman,
2010).
The sampling strategy used to select participants is
criterion sampling (See Dörnyei, 2007, and Patton,
2002). This sampling strategy allows researchers
to establish a predetermined prole or criteria that
participants must meet. To select the participants, all
universities that prepare English teachers in El Salvador
were invited to participate in the study through a formal
call for participation to attend a two-day symposium on
applied linguistics at IENS CCSA in September 2016.
The sample for the study consisted of those participants
that responded the call for participation in the study and
attended the symposium.
Based on the population considered in the study, the
sample obtained was 140 participants as illustrated by
the table below.
Table 1
Number of participants in the sample.
Number Participants
57 Pre-service teacher
62 Professors
16 Program coordinators
5 Alumni
Source: Data taken from the semi-structured interview administered during the 2016 symposium on applied linguistics.
The number of participants presented in the previous
table shows that an important number of students
participated in the study. The participants’ background
information is relevant because it shows the type
of university participants come from. The following
table shows the information regarding participants’
university background.
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Table 2
Participants’ University Background.
Participant Public University Private University Total
# % # %
Pre-service teachers 9 17. 5 4 47 82.46 56
Professor 26 41.94 36 58.06 62
Program coordinator 5 31.25 11 68.75 16
Alumni 4 80.00 1 20.00 5
Source: Data taken from the semi-structured interview administered during the 2016 symposium on applied linguistics.
The data reveals that most program coordinators,
professors, and pre-service teachers come from private
universities due to the existence of just one public
university in El Salvador.
The instrument used was a semi-structured interview
in order to collect the information related to the success
stories of pre-service teachers learning English in
El Salvador (Wellington, 2000). The data analysis
procedures consisted of a three-step procedure that
helped to analyze and interpret the information provided
by participants (Lichtman, 2010). The rst step was
to transcribe the information provided on the semi-
structured interviews. The second step was aimed at
classifying the information according to participants’
categories as Wiersma (1995) stated that “qualitative
data analysis requires organization of information” (p.
216). The third step was oriented to feed the qualitative
data analysis software NVivo 10 with the classied
information to be analyzed.
Findings
The data presented in each section helped analyze
pre-service teachers’ success stories and strategies
that boost the development of English prociency in
teacher education programs at Salvadoran universities
as presented below.
English Language Skills to be Emphasized
in the Teacher Education Curricula to
Enhance Prociency
The four English macro skills (listening, speaking,
reading, and writing) are the core elements to be
developed when someone is learning the language.
Based on their understanding, they produce
comprehensible output related to the information
shared. Hence, the following table illustrates the main
ndings related to this matter.
Table 3
English language skills to be emphasized in teacher education curricula to enhance prociency.
Respondents Listening Speaking Vocabulary
Alumni 5 100% 5 100% 4 80%
Program coordinators 11 69% 13 81% 8 50%
Professors 58 94% 65 100% 48 77%
Pre-service teachers 49 86% 53 93% 44 77%
Source: Data taken from semi-structured interview administrated during the 2016 symposium of applied linguistics.
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English Language Learning in English Language Teacher Education in El Salvador. Manuel de Jesús Laureano-Alvarenga,
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Table 4
English development courses that help pre-service teachers to achieve English prociency in teacher education
programs.
Respondents Grammar Reading Speaking
Alumni 2 40% 2 40% 5 100%
Program coordinators 5 31% 8 50% 6 38%
Professors 17 27% 27 44% 16 26%
Pre-service teachers 32 56% 24 42% 17 30%
Source: Data taken from semi-structured interview administrated during the 2016 symposium on applied linguistics.
The data reveals that for 6 EFL program coordinators,
31 professors, 32 current pre-service teachers, and
5 alumni the courses focused on speaking skills are
the ones that have helped them develop prociency
in English. The data also demonstrates that for 8 EFL
program coordinators, 27 professors, and 24 current
pre-service teachers reading courses are helping
language learners to enhance English prociency. The
data also reveals that for 6 EFL program coordinators,
17 professors, and 32 current pre-service teachers the
grammar courses help to enhance English prociency
in teacher education programs as well.
English Prociency Evaluation in Teacher
Education Programs at Salvadoran
Universities
To analyze the evaluation procedures being implemented
in the English teacher education programs, the following
table illustrates how universities are assessing pre-
service teachers’ prociency.
The data reveals a consensus among EFL program
coordinators, professors, alumni, and current student
teachers that listening and speaking skills need to be
emphasized in the EFL teacher education programs.
Besides listening and speaking, 48 professors, 44
students, and 4 alumni expressed that vocabulary
is another area that needs to be emphasized in the
curricula.
English Development Courses that Help
Pre-Service Teachers to Achieve English
Prociency in Teacher Education Programs
The data reports that participants of the study have
determined the three main courses that help pre-
service teachers develop English language prociency.
The courses are speaking, reading, and grammar. This
data is presented in the following gure that illustrates
the data gathered on this matter.
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Table 5
English prociency evaluation in teacher education programs at Salvadoran universities.
Respondents Oral Interviews Paper and Pencil TOEFL
Alumni 1 20% 1 20% 4 80%
Program coordinators 7 44% 5 31% 14 88%
Professors 34 55% 26 42% 55 89%
Pre-service teachers 27 47% 17 30% 51 89%
Source: Data taken from semi-structured interview administrated during the 2016 symposium on applied linguistics.
The data shows that universities test pre-service
teachers’ prociency mainly through the administration
of the international TOEFL-ITP test, oral interviews, and
paper and pencil tests prepared locally. These ndings
demonstrate that there are actually two main procedures
for evaluating learners’ language knowledge. The rst
one is related to universities own testing procedures
and the second one is related to the exit requirement
mandated by the Ministry of Education which is the
international testing certication that validates pre-
service teachers’ prociency in English.
Strategies that Make Pre-Service Teachers
Successful on Prociency Tests
This section of the analysis focuses on determining the
strategies that make pre-service teachers successful
on prociency achievement tests in teacher education
programs. The following gure illustrates the main
strategies being used.
Table 6
Strategies that make pre-service teachers successful on prociency tests.
Respondents Content knowledge Practice Self-preparation
Alumni 2 40% 4 80% - -
Program coordinators 1 6% 10 63% - -
Professors 7 11% 30 48% 11 18%
Pre-service teachers 4 7% 26 46% 3 5%
Source: Data taken from semi-structured interview administrated during the 2016 symposium on applied linguistics.
The data presented on the gure above shows that for
10 program coordinators, 30 professors, 26 current pre-
service teachers, and 4 alumni the main strategy that
let student teachers to be successful on prociency
achievement test is practice. Besides practice, 11
program coordinators believe that self-preparation helps
pre-service teachers to be successful on prociency
achievement tests. Self-preparation is related to students’
autonomy. Notwithstanding self-preparation, 7 program
coordinators and 4 current pre-service teachers also
highlighted that content knowledge makes pre-service
teachers successful on prociency achievement tests.
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Table 8
Activities pre-service teachers do to enhance English prociency outside the classroom.
Respondents Listening to music Self-practice Watching movies
Alumni 2 40% 4 80% 2 40%
Program coordinators 1 6% 5 31% 2 13%
Professors 19 31% 20 32% 26 42%
Pre-service teachers 27 47% 19 33% 32 56%
Source: Data taken from semi-structured interview administrated during the 2016 symposium on applied linguistics.
Based on the ndings shown in the table, it seems 3
program coordinators, 9 professors, and 13 current
pre-service teachers expressed that universities
provide the opportunities to practice English. Another
strategy that 9 professors and 9 current pre-service
teachers claimed is the opportunities of professional
development provided by the universities. In addition, 10
professors emphasized that universities are providing
remedial courses to those pre-service teachers that
need to improve their competencies in the language.
Lastly, 9 current pre-service teachers mentioned that
universities provide the materials for them to self-study
as participants claim it.
Activities Pre-Service Teachers do to
Enhance English Prociency Outside the
Classroom
The following gure shows the main activities pre-
service teachers do to practice their English outside
the classroom.
Table 7
Strategies used to enhance English prociency in teacher education programs.
Respondents Practice
Professional
development
Provided
materials
Remedial
courses
Alumni - 1 20% - 2 40%
Program coordinators 3 19% 2 13% - -
Professors 9 15% 9 15% 1 2% 10 16%
Pre-service teachers 13 23% 9 16% 9 16% 6 11%
Source: Data taken from semi-structured interview administrated during the 2016 symposium on applied linguistics.
Strategies Used to Enhance English
Prociency in Teacher Education Programs
at Salvadoran Universities
It is worth mentioning that participants’ contributions in this
area were very limited because in all groups consulted half
or less than half of them provided some input regarding the
strategies that universities implement to help pre-service
teachers to develop prociency. The following gure shows
the main ndings obtained on this matter.
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The ndings reveal that for 6 program coordinators,
26 professors, 2 alumni, and 32 current pre-service
teachers the main activity students do outside the
classroom to enhance their prociency in English is to
watch movies. In addition to the strategies and activities
mentioned earlier, 19 professors, 27 current pre-service
teachers, and 2 alumni express that listening to music
helps to enhance prociency outside the classroom.
Another activity that pre-service teachers do to enhance
their English is self-practice.
Conclusions and Recommendations
English Language Skills to be Emphasized
in the EFL Teacher Education Curricula to
Enhance Prociency
Based on the data presented and analyzed, the main
English language skills to be emphasized in teacher
education programs are listening and speaking.
These ndings suggest that the emphasis in teacher
education programs might not currently be oriented
to boost listening and speaking. The data also shows
that vocabulary is another area that needs to be
emphasized in teacher education programs because
having extensive vocabulary knowledge helps learners
to grasp the meaning from spoken and written texts.
English Development Courses that Help
Students to Achieve English Prociency in
Teacher Education Programs
Based on the data gathered the courses that emphasize
speaking, reading, and grammar greatly contribute to the
development of English language prociency. As it has
been mentioned elsewhere, speaking allows learners to
communicate their thoughts, feelings, experiences, and
knowledge. In regards to reading, the data reveals that
reading helps students gain information from written
materials. Grammar also seems to be another course
that needs to be enhanced in the teacher education
programs because it helps student teachers to become
procient in English (Jacobs, 1995).
English Prociency Evaluation in EFL
Teacher Education Programs at Salvadoran
Universities
The data reveals that student teachers get tested
mainly through the administration of the international
TOEFL–ITP test as an exit requirement for their teacher
education program. In addition to the administration of
TOEFL-ITP, Salvadoran universities also have their own
testing procedures and strategies to implement along
the course program. These testing strategies are oral
interviews and paper-pencil tests that professors can
prepare at each university. In regards to paper and
pencil tests, it seems that paper and pencil tests are
the most common types of tests implemented in all
universities in El Salvador.
Strategies that Make Students Successful
on Prociency Tests
The data demonstrates that the main strategy that
makes student teachers successful on prociency tests
is practice. Another strategy that makes student teachers
succeed on English language prociency tests is what
they dened as “self-preparation”. However, practice
and self-preparation must be focused on the rmly
content knowledge students must develop because this
knowledge will enable them to understand structures
and rules of the language. As a result, they will make
the most appropriate decisions when taking tests.
Strategies Used to Enhance English
Prociency in EFL Teacher Education
Programs
According to the data gathered, the strategies
universities use to enhance English prociency in EFL
teacher education programs are practice, professional
development opportunities, remedial courses, and
learning materials provided for self-study. In reference
to the strategies mentioned above, 10 professors out of
62 argued that Salvadoran universities provide remedial
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English Language Learning in English Language Teacher Education in El Salvador. Manuel de Jesús Laureano-Alvarenga,
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courses to those students that encounter challenges
learning the English language. The limited number of
responses related to remedial courses demonstrate
that this strategy is not implemented in all Salvadoran
universities. Also, 9 out of 57 student teachers indicated
that universities provide self-study materials. According
to the respondents the provision of materials have
advantages and disadvantages because the results
expected might not contribute to the development and
enhancement of prociency in English due to the fact that
there is not monitoring and follow up on the ways student
teachers are using the material given. As a matter of fact,
the limited responses related to this strategy shows that
this practice is not very common in all universities.
Activities Students do to Enhance English
Prociency Outside of the Classroom
According to participants’ learning experiences, the
main activities that student teachers do to enhance their
English prociency outside the classroom are watching
movies, listening to music, and studying on their own.
Based on the data gathered, watching movies and
listening to music in English are sources of authentic
real-life input for student teachers to be exposed to the
language’ pragmatics, culture, and social conventions
implied in a native-like English context. Another
activity that student teachers frequently do to enhance
prociency is to study on their own.
Recommendations
English Language Skills to be Emphasized
in the EFL Teacher Education Curricula to
Enhance Prociency
According to the conclusion drawn, it is recommended
that English language teaching programs at Salvadoran
universities should be based on the American Council
on the Teaching of Foreign Language (2012) Standards
for the Preparation of Foreign Language Teachers.
Therefore, English language teaching programs’
courses should be taught in the target language to
provide learners with the opportunities to practice and
use the language in various scenarios that simulate
natural settings.
English Development Courses that Help
Students to Achieve English Prociency in
Teacher Education Programs
Based on the data gathered, the English development
courses that help student teachers to achieve
prociency are speaking, reading, and grammar
courses. Therefore, teacher education programs should
emphasize all language skills in all courses. In addition,
teacher education programs should revise and update
the curricula to include more courses that can be taught
in English rather than in Spanish.
English Prociency Evaluation in EFL
Teacher Education Programs at Salvadoran
Universities
Teacher education programs should get exposed to
TOEFL-ITP practice tests and TOEFL preparation along
the course program to become familiar with the test’s
content and to learn the strategies for taking it. Above all,
teacher education must prepare prospective teachers
with rmly grammar and linguistics knowledge of
English to succeed not only on prociency achievement
tests, but also on teaching the language. In spite of the
testing procedures Salvadoran universities implement,
it is recommended that formative feedback should be
given more emphasis at any time during the teaching
preparation process. Consequently, the test results
should be used to assess student teachers’ progress in
English and to reinforce the least developed skills. This
will contribute to enhance student teachers’ English
prociency since in the eld of ESOL teaching, it is
important to have an excellent command of English
(Liu, 1999 cited by Kamhi-Stein, 2004).
Strategies that Make Students Successful
on Prociency Tests
It is recommended that Salvadoran universities give
emphasis to practice and self-preparation strategies
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along the teacher preparation programs, so student
teachers can enrich their communication skills
successfully. It is also recommended that professors
provide student teachers with meaningful opportunities
to practice the language. Salvadoran universities should
stimulate learning strategies among student teachers
to enable them to become more procient language
learners (Oxford, 1990 cited by Nunan, 2003).
Strategies Used to Enhance English
Prociency in EFL Teacher Education
Programs
It is highly recommended that Salvadoran universities
create an English practice program that provides
the necessary support and opportunities for student
teachers that fall behind in developing their competencies
in English. Besides, Salvadoran universities should
enhance their professional development courses. These
courses should include learning activities that simulate
real-life situations student teachers will face in the
EFL classroom (OECD, 2009). In addition, Salvadoran
universities should implement remedial courses as a
strategy on their teaching preparation programs. In
this way, student teachers will have the opportunity
to improve their communicative skills in English
language (Walqui, 2000). Finally, it is recommended
that Salvadoran universities keep providing learning
materials to student teachers for independent study as
a strategy to enhance their English prociency.
Activities Students do to Enhance English
Prociency Outside the Classroom
It is recommended that professors at Salvadoran
universities incorporate movies and music in English
as a cultural and pragmatic input in their EFL teacher
preparation programs. In addition, Salvadoran
universities should encourage students to create study
groups outside the classroom and not to practice in
isolation. Therefore, student teachers will interact with
other peers in order to use language meaningfully and
group work will immediately increase the amount of
students talking time (Raja, 2012).
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