In 2013, Ceibal en Inglés, a project through which English is taught in state schools through videoconferencing in Uruguay, was included in an international journal as an example of an innovative practice (Banegas, 2013). The article discussed the project rationale and described how lessons were planned and delivered to primary school learners through peer teaching. The project involved a remote EFL teacher and a classroom teacher with little knowledge of English. As a follow-up to that article, the aim of this paper is to explore and evaluate how such an innovative practice has continued its trajectory not only in primary but also in secondary education. Drawing on the authors’ experience, the literature on the project itself, and language learning and technology, the article offers a summary of Ceibal en Inglés and figures about its expansion. It also includes a discussion of the effects of Ceibal en Inglés on English language learning, learner and teacher motivation, teacher professional development, and the interplay between technology-mediated learning and face-to-face learning. The paper finishes with remarks on project sustainability, benefits, and challenges.
|Number of pages||7|
|Publication status||Published - 5 Feb 2020|
- remote teacher
- technology enhanced learning