The Office of English Language Programs supports public diplomacy outreach through English language teaching and training in Chile. It cooperates with the Ministry of Education, Binational Centers, professional teachers’ associations, public and private universities and other higher education institutes, among other partners, in order to build a stronger understanding between the peoples of Chile and the U.S.
1. American English E-Teacher MOOCs
The American English E-Teacher program offers Massive Open Online Courses (MOOCs) in addition to its Global Online Courses (GOCs). These are free 5-week online courses designed for non-native English language teachers and open to an unlimited number of participants. The program offers both facilitated and self-directed MOOCs.
For more information, please click here.
3. The American English Webinar Team
You can join American English Webinar Series at: http://americanenglishwebinars.com/?xg_source=msg_mes_network
English Language Programs
Professional Development for teachers
1. English Language Fellow Program
Ten-month fellowships carried out by American experts in TEFL and applied linguistics to work in academic institutions.
2. “E-teacher”Scholarship Program
Distance education courses on Critical Thinking, Assessment, Young Learners, Building Skills in the Web, ESP, Best Practices in TESOL and Projects Based Learning.
3. English Access Microscholarship Program
A two year Scholarship for non-elite 14-18 year old students to study English after school.
SUSIs Program (Study of the U.S. Institutes for Secondary Educators)
STUDY OF THE U.S. INSTITUTES FOR SECONDARY EDUCATORS –
U.S. SUMMER 2024
Study of the U.S. Institutes for Secondary Educators (SUSIs) are intensive post-graduate level academic programs that provide foreign secondary school educators and administrators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The program goal is to strengthen curricula and to enhance the quality of teaching about the United States in secondary schools and other academic institutions abroad. Prospective applicants are encouraged to visit the website page to obtain general information about the Institutes. More information at: http://exchanges.state.gov/susi.
Study of the U.S. Institutes for Secondary Educators will take place at various academic institutions throughout the United States over the course of five weeks in summer 2024. Each Institute includes a four-week academic residency and a one-week integrated study tour in another region of the United States. Institutes will last five weeks each and take place between late May and early June 2024; exact dates for each Institute will be communicated in spring 2024.
Applications must be filled in this form by 11:59 p.m. on Sunday, December 03, 2023 (CL time).
The selected program nominees will be notified in January 2024. These nominees will then compete with nominees from other countries, selected participants will be announced early April 2024.
The SUSIs will provide three multinational groups of 20 experienced secondary school educators (including secondary school teachers, administrators, teacher trainers, curriculum developers, textbook writers, Ministry of Education officials, and others) with a deeper understanding of U.S. society, education, and culture – past and present. The Institutes focus on providing content and materials for participants to develop high school level curricula about the United States. Two of the Institutes are tailored for secondary school teachers; please note that the Institutes for teachers focus on content and materials about the United States rather than teaching methods and pedagogy. The third Institute is tailored to experienced administrators, including teacher trainers, curriculum developers, textbook writers, Ministry of Education officials, and others.
Through a combination of traditional, multi-disciplinary, and interdisciplinary approaches, program content will examine the history and evolution of U.S. institutions and values, broadly defined. The programs will also illuminate contemporary political, social, and economic debates in American society. The four-week academic residencies will take place at U.S. university and college campuses and will consist of a balanced series of lectures, panels, seminar discussions, readings, workshops, site visits, meetings with practitioners in the field, and cultural activities. One-week study tours in a different region will complement the academic residencies and showcase the cultural, geographic, and ethnic diversity of the United States. The program features curriculum based on the study of how America’s foundations and historical development have shaped and continue to inform U.S. politics, economics, and society. Community service activities are a key cultural component of the program and provide participants with a first-hand experience of how volunteerism plays a vital role in U.S. civil society. The program will offer multiple opportunities for follow-on engagement through alumni webinars, grant-funded follow-on projects, social media, and an alumni workshop.
The University of Montana (UM) in Missoula, Montana, will oversee and administer the three SUSIs for Secondary Educators and will also conduct one Institute for teachers which will explore U.S. studies through the lens of democracy and citizenship. The Institute for Training and Development (ITD) in Amherst, Massachusetts, will conduct the second Institute for teachers which will explore the ways in which individual rights and social obligations have evolved through American history. California State University at Chico will conduct the Institute for Administrators and will focus on sociocultural understanding, equitable learning communities, and diversity and inclusion in U.S. education and society.
ESSENTIAL PROGRAM INFORMATION
Program Funding: All participant costs will be covered, including program administration; international travel (and visa related travel costs), travel allowance, travel and ground transportation in the United States; housing and subsistence; as well as book, cultural, mailing, and incidental allowances. If the program is conducted virtually, participants will be provided a technology stipend.
Program Requirements and Restrictions: All participants are expected to participate fully in the program. Candidates should be made aware that they are applying for an intensive program and there will be little time for personal pursuits unrelated to the program. The Institute is not a research program. Participants must attend all lectures and organized activities and complete assigned readings. Family members and/or friends may not accompany participants on any part of the program. If the program is conducted virtually, the same participation requirements apply. Note that Institute curriculum will not formally address teaching methodology and pedagogical methods. Institutes focus on U.S. studies, with only a brief focus on the U.S. education system itself.
Housing and Meal Arrangements: When possible, each participant will have a private room with a shared bathroom during the residency portion (four weeks) of the Institute. However, private room accommodations are not guaranteed. During the study tour (one week), participants will likely share a hotel room with another participant of the same gender. During the residency, housing will typically be in college or university owned housing or nearby hotels. Most meals will be provided at campus facilities, though participants may have access to a kitchen to cook some meals on their own. All participants will be expected to respectfully share communal spaces and any necessary responsibilities.
Special Accommodations: Care will be taken to ensure that any special requirements regarding diet, daily or weekly worship, housing, and medical care are satisfied. Special accommodations will be made available to the greatest extent possible. Should a participant need to quarantine due to health and safety concerns, accommodations will follow Centers for Disease Control and Prevention (CDC) and host institution guidelines.
Health Benefits: All participants will receive the Department of State’s Accident and Sickness Program for Exchanges (ASPE) health benefit, which provides coverage of up to $100,000 with a $25 co-pay per medical visit and a $75 co-pay per emergency room visit, for the duration of the program. Pre-existing conditions may be covered up to $100,000, subject to policy exclusions and limitations. Information on the health benefit program may be found online at https://www.sevencorners.com/gov/usdos.
Expectations: Violations of program rules, U.S. host institution rules, or U.S. local, state, or federal laws can be grounds for immediate dismissal from the program.
Virtual Program Contingency: Should health, safety, and travel conditions pose significant challenges to the program, SUSIs will pivot to a virtual format. The virtual program would consist of at least 36 hours of required programming and include both synchronous and asynchronous learning. Virtual programming may include lectures, small group discussions, videos, readings, panels, individual assignments, and group activities. Participants would be required to fully participate in the entire virtual program from their location.
Connectivity: Participants should have access to a computer and a stable internet connection for virtual pre-departure orientation sessions. If a participant does not have adequate computer or internet access, the UM will work with the participant to facilitate access on an as-needed basis. Additionally, should the program need to pivot to a virtual format, participants would need access to a computer and a stable internet connection. If a participant does not have access to these two items, the University of Montana (UM) will work with the participant and post to facilitate access. Participants are expected to actively engage in all program activities and therefore should immediately notify UM and their respective U.S. Embassy of any issues during the program as well as any difficulties affecting their participation.
CANDIDATE DESCRIPTION AND QUALIFICATIONS
Selection for SUSIs for Secondary Educators is highly competitive. To confirm suitability for the program as well as the required English fluency, the candidate will be interviewed by U.S. Embassy personnel in English. Priority will be given to candidates who have firm plans to enhance, update, or develop courses and/or educational materials with a U.S. studies focus or component; who have limited or no prior experience in the United States; and who have a special interest in the program subject areas as demonstrated through past scholarship, accomplishments, and professional duties.
Candidates should be mid-career, typically between the ages of 30-50, highly motivated, experienced secondary school teachers and administrators whose students are approximately 14-18 years of age.
Ideal candidates come from institutions seeking to introduce aspects of U.S. studies into their curricula, to develop new courses in the Institute subject, to enhance and update existing courses on the United States, or to offer specialized seminars/workshops for professionals in U.S. studies areas related to the program theme. While the nominees’ scholarly and professional credentials are an important consideration, the potential impact and multiplier effect from their participation in the Institute is equally important. Ideal candidates will have little or no prior experience living in or visiting the United States.
As noted above, candidates must demonstrate English language fluency. Institutes are rigorous and demanding academic programs conducted entirely in English. Participants will be expected to read and comprehend substantial written materials and assignments in English and to fully and actively participate in all seminar and panel discussions. English fluency is vital to a successful experience in the Institute, for participants as individuals, and to foster a cohesive and interactive group. Host institutions will take into account that the level of comprehension and speaking ability of participants may vary and will prepare lectures and discussions that meet the highest academic standards while using language appropriate for participants whose English is their second or third language.
Candidates should be willing and able to fully take part in an intensive post-graduate level academic program and study tour. Participants must be comfortable with campus life and an active program schedule.
Candidates must be willing to respectfully engage with fellow participants representing different backgrounds and different points of view.
*U.S. citizens and permanent residents (green card holders) are not eligible for these programs.
Resources for teachers and learners
- American English Resources for All
Reading and Listening Comprehension
Grammar and Vocabulary Practice
Listening, Reading and Speaking
English Access Microscholarship Program (Access)
The English Access Microscholarship Program (Access) provides a foundation of English language skills to bright, economically disadvantaged students, primarily aged 13 to 20, in their home countries. Access programs give participants English skills that may lead to better jobs and educational prospects. Participants also gain the ability to compete for and participate in future exchanges and study in the United States.
Since its inception in 2004, approximately 150,000 students in more than 80 countries have participated in the Access Program.
For more information about English Access Microscholarship Program (Access) in Chile, please click here.
Resources to Teach U.S. Culture and Values
- American Dream (Word) (ppt)
- The Blues (Word)
- Contemporary Social Justice Movements (Word) (ppt)
- Hispanics in the U.S. (Word) (ppt)
- U.S. Immigration History and Stories (Word) (ppt
- Introduction Module American Values (Word) (ppt)
- Module 1 American Values Independence and Individualism (Word) (ppt)
- Module 2 Equality (Word)(ppt)
- Module 3 American Values Innovation (Word) (ppt)
- Module 4 American Values Informality (Word) (ppt)