Brazil Falls Further in World Ranking of English Language Skills

RIO DE JANEIRO, BRAZIL – Brazil is in a low position in the world ranking, placing 53rd among the 88 countries surveyed in a study on proficiency in the English language. The numbers reflect a deeper problem that may have roots in the Brazilian educational system. This is pointed out in the survey “EF EFE English Proficiency Index“.

In 2017, the country ranked 41st. Brazil has been ranked lower almost every year since 2013 — thus making an alarming impression in an increasingly globalized world. Sweden leads the world ranking boasting the highest level of English language proficiency.

This issue also affects the whole of Latin America, the only continent in decline. “The region continues to suffer from high levels of economic inequality, fragile democracies and unacceptable levels of violence, all of which hinder the development of a skilled workforce,” the research points out. If compared to the number of “school years”, the average in Sweden is 12.36 years, while in Brazil it is 7.80. In other words, Brazilians spend less time at school.

The survey assessed the English language skills students acquired in high school and higher education. This second edition of EPI-s examined the reading and listening proficiency levels of 260,000 students enrolled in hundreds of schools and universities around the world.

Trauma Mitigation Methodology

Several factors may drive students to learn a second language. According to professor Heloisa Schwartz, one of the solutions is being aware of the methodology chosen, which must be adjusted to the profile of each student, and knowing that learning requires a certain amount of time.

This inspired teacher is assertive in the solution “many people don’t believe in themselves, they think they won’t be able to learn a second language, which is very difficult. What we need to do is show them that we are all capable of learning what we want, but that requires determination, planning, focus, and discipline,” Schwartz says.

People often return from a trip abroad, frustrated by their inability to communicate. “When this happens, people look for courses that don’t meet their needs and expectations, and once again, there is frustration. The student needs to feel safe and comfortable to get positive results in the learning process.”

The teacher’s work ultimately needs to encompass psychology. “Some people need a more targeted orientation to feel safe and learn in a natural and enjoyable way,” says Heloisa Schwartz.

On the other hand, once students have passed the first stages, satisfaction with learning is a guaranteed outcome. “When people begin to learn, when they are involved with the language, self-esteem rises. And then they want to learn more and more.”

For Maúna Lacerda, a primary school teacher at the Escola Municipal Bairro Novo do Caic Guilherme Lacerda Braga Sobrinho, in Curitiba, the topic is indeed complex: “The poor training of teachers from university; the minimal incentive from institutions to provide better training courses; the problem of student literacy in our own language, hindering a second language, particularly in learning grammar and interpretation, are some of the factors,” she says.

Maúna also questions the means, “if there were more interactive books, focused classrooms, more conversational classes, perhaps there would be greater interest,” she says, emphasizing that in the school where she teaches there are now “good initiatives: a focused classroom, work with music and reading of English literature books.”

English is not the only difficulty. “The results of recent UNESCO surveys show that 50 percent of third-year students in the country have failed to achieve a basic level of mathematical skills and thirty percent have failed to achieve basic literacy skills,” states the survey, pointing to some of the drivers of this unfortunate reality: “Overcrowded schools, low teacher salaries, and inadequate teacher training have all contributed to this.”

Criticism of the educational system

The survey clearly points to what may be the primary source of the issue. After a straightforward and logical study, the findings conclude that if the Brazilian rates do not improve, this is because the country retains the same number of teachers and the same methodologies.

“If students attend English lessons but are not improving their language skills, it means there is an urgent need for reform,” the study points out.

Online courses may be a solution. According to EF’s School English Proficiency Index (EF EPI-s), most programs designed to improve English proficiency in Latin America focus on funding courses for teachers or student exchanges to North America. As technology progresses, many of these courses are offered online, through video conferencing and other digital means of interaction.

The English teaching market

The magazine Pequenas Empresas e Grandes Negócios, in its “Franchise Guide”, points out that these schools’ business reached a high closing rate between 2017 and 2018. That is, many schools have closed their doors. The franchising of language schools in Brazil requires investments ranging from R$5,000 to R$50,000.

Growth — the KNN Idiomas network, for instance, plans to expand 170 new facilities this year. KNN is the leading company in expansion if we consider the franchisees quoted by the magazine. Park Idiomas network will be the second-largest expansion, with an expected 50 new facilities in Brazil.