Exchange Program in the U.S. for English Language Teachers from U.S.-Brazil Binational Centers

The U. S. Embassy in Brazil seeks proposals for the development and implementation of a two-week exchange program in the U. S. for 25 English language teachers from the U.S.-Brazil Binational Centers (BNCs).

This initiative is part of Post’s continuing efforts to strengthen the network of

credit: Razoo


U.S.-Brazil BNCs, and is aimed at investing in the professional development of their teachers by providing participants with additional professional/cultural experiences that will help position their BNCs in the forefront to compete in the increasingly aggressive English teaching market.

This BNC Faculty Development Exchange (FDE) does not follow the traditional TEFL certificate model, but rather, expands teachers’ knowledge and experiences regarding U. S. education, culture and society in general, while improving participants’ teaching skills and English language proficiency.

This program will select mid-career teachers (between five and fifteen years working at the BNC) who have no previous academic experience and familiarity regarding living in the United States.

In terms of program content, participants’ program agenda should include:
- Educational visits to different types of ESL programs (dual language immersion, co-teaching, and pull-out programs in primary/secondary schools, intensive English language programs at different universities and/or community colleges, ESL instruction for adult immigrants, ESL taught in private language schools, etc.); - Workshops and discussion sessions with TEFL/TESL specialists on current topics such as Project-based Learning, E-Learning, Differentiated Instruction, Content-Language Integrated Instruction, English for Specific Purposes, and Teaching English to Students with Learning Differences, etc.; - A focus on reflective practice by way of activities/discussions weaving the program visits and workshops together, and the development of a plan of action to be carried out upon teachers’ return to their institutions.

- A cultural component that will provide participants with a more comprehensive understanding and knowledge of the U. S. culture and society, so as to better position themselves as English language teachers, thus becoming more empowered and, at the same time, expanding their and their BNCs’ networks.

To the extent possible, we would also like to see included in the agenda a home-hospitality activity.

- One or more visits and/or a workshop on the Maker Movement and how it is being used to complement the students’ learning process.

Related Programs

Public Diplomacy Programs

Department of State


Agency: Department of State

Office: Mission to Brazil

Estimated Funding: Not Available





Obtain Full Opportunity Text:
Not Available

Additional Information of Eligibility:
Eligibility is limited to those who qualify to receive U. S. grants, and have the ability to develop and implement for high level officials from the Brazilian government.

Applicants must have a demonstrated expertise in Teaching English as a Foreign Language, as well as in one or more of the following subject areas: people-to-people exchanges, programming in the area of education and culture, international cooperation, and institution-to-institution partnerships.

To be eligible for a grant award, in addition to other conditions of this request for applications, organizations must have a commitment to non-discrimination with respect to beneficiaries and adherence to equal opportunity employment practices.

Non-discrimination includes equal treatment without regard to race, religion, ethnicity, gender and political affiliation.

By law, commercial firms are ineligible to receive funding through this award mechanism

Full Opportunity Web Address:


Contact:
Grants Officer Adelle GillenGrants Officer Representative Márcia MizunoProgram Support Specialist Luciana Santos

Agency Email Description:
Grants Team

Agency Email:
brazilgrants@state.gov

Date Posted:
2016-06-24

Application Due Date:
2016-08-15

Archive Date:
2016-09-14



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