Británico Special: Insight from Peru

[00:00:11] Speaker A: I firmly believe that English opens new realms of opportunities. [00:00:16] Speaker B: At Britannica, we're providing students this opportunity to change their lives in a positive way. [00:00:23] Speaker C: It's the power to connect with other people and other cultures and expand your horizons. [00:00:30] Speaker A: I'm sure that this is going to change my life. [00:00:32] Speaker D: Well, hello everybody and welcome to a special edition of Talking elt. My name is Richie Mehta from Oxford University Press. Now, today we have three distinguished guests from what is a premier institution in Peru with us here today. Today in this conversation we are going to talk about a range of things from the challenges that they face when it comes to English language teaching across their institution, as well as part of their journey in how they experienced and got into the industry as well. So brace yourself for a really exciting episode. Now, before we get started, let's make some introductions. So Carmen, can you introduce yourself? [00:01:13] Speaker B: Hi, good afternoon. Yes, this is Carmen from Peru. I am an academic coordinator at Britannico, the language school you have just introduced. [00:01:23] Speaker D: Fantastic. Giuliana, what about yourself? [00:01:26] Speaker C: Hi, I'm Giuliana. I'm a digital marketing coordinator at Britannico. [00:01:31] Speaker D: Fantastic. And Arturo? [00:01:32] Speaker A: Well, I'm Arturo, as you said and I work as coordinator for the E Learning and special projects area of the, of the Britannico. As my friend Carmen said, the most prestigious language school in Peru. [00:01:45] Speaker D: I have to say, guys, I am really excited to be having this conversation with you because clearly your experts in the field of English language teaching. So look, let's set the scene here. Tell us a little bit about what it's like to be working with what is a premier institution in Peru. Carmen, what do you think? [00:02:05] Speaker B: Well, I've been working for Britannica for quite a long time. It's been a little bit more than 20 years. So I have experienced the different changes that the institution suffered and especially after Covid, after the pandemic, Britannica grew in a very, very fast way. We launched the online system and it proved to be a success. And well, nowadays, obviously after Covid, we are thrilled to have our students back to the face to face. But we are in a coexistent environment with the online format and we are thrilled to continue learning and to continue evolving and offering our students the best, not learn, the best possible service and that they learn English well. [00:02:56] Speaker D: Fantastic. When we talk about students, Arturo, you were an ex student at Britannico as well? [00:03:00] Speaker A: Actually, I was born and bred at Britannico. I was a former student and I was, now I'm a coordinator. Right. But prior to that I was A student. And then I was a teacher for about 10 years. And I firmly believe that English, right, opens new realms of opportunities and things to people that decide and made up their minds in order to start studying English. I mean, I'm living proof of that. Perhaps I can. Can I tell you some information about it? [00:03:28] Speaker D: Let's do it. [00:03:30] Speaker A: So I started English. I started English at Britannico, like in 2006, right? And I pick up Italico because I know it wasn't. It is the best English school in Peru. I accepted from Basic one, which is the lowest level, right. At those times, my mom, it was a single mom, I used to live with my brother. So luckily I had a chance to receive the support and in a way, the sponsorship of my grandparents, right. Then time went by and it was the time for me to take my first international exam, right? Unfortunately, was tight because, you know, my grand. My grandparents are still working, so they couldn't keep helping me the way they used to do it. Fortunately, I passed this exam, right? And I was com. I mean, I convincingly believe, as I mentioned before, that passing that exam was going to be a turning key point in my life because things that I could study to become a teacher at the Britannico and then just my main goal and my dream was to become an English teacher, to work for the Britannico, which eventually it happened, you know, and well, now I'm a coordinator and I'm having this conversation with you right now here. [00:04:42] Speaker D: What a wonderful journey to have been on through it and of course comes with lots of challenges, which I'd love to get into. But beyond yourself and thinking about, say, your students who you're currently teaching, what do you think are some of the goals that they are trying to go after by learning English? [00:04:59] Speaker A: I think that everything comes to getting better job opportunities and more chances to perhaps go abroad and study something different abroad, because I mean, Peru has a nice good quality of education. But come on, let's be honest, there are some other opportunities when you travel abroad. So for instance, most of our students, you know, have this idea that once I finish the Britannica, perhaps I will get a chance to go abroad, perhaps to the UK and I don't know, follow a career. [00:05:29] Speaker C: Yeah, not only that, if I can add up, please do. Even in Peru, even if they do not want or they don't think they can get outside of the country, even inside of Peru, it is widely known that knowing English can improve your chances of getting a higher paid job. Especially because we have a very big Mining industry and most of those big companies are international companies. So speaking English is key to be able to get a good job opportunity. [00:05:57] Speaker B: Yes. And something, if I could add something that has changed in the last years is the fact that the world has become somehow smaller. Globalization has made other destinations possible. Things that in the past people would just see in a film have now become a reality. So I think at Britannica we are providing students this opportunity to change their lives in a positive way, whether they decide to stay at home or whether they choose or they make this wonderful decision of going abroad, which is exciting. We're thrilled to be here, enjoying these days in Oxford. [00:06:36] Speaker D: We're equally as excited to have you with us. Juliana, tell us a little bit more about your experience. I know you talked about students today, even if they're staying within Peru. You know, see this? And I remember yesterday you mentioned that English is power. [00:06:49] Speaker C: Yes. [00:06:50] Speaker D: Maybe you could elaborate a little bit more on that. [00:06:51] Speaker C: Yes, of course we have yearly marketing campaigns. But a key idea that we have worked as Britannica for many years is that English gives you power. It gives you power to improve your life, to get a higher education, to get higher paid jobs, to learn other cultures, to maybe see things that you wouldn't see or you wouldn't know even existed if you did not learn English. So it's the power to connect with other people in other cultures and expand your horizons. [00:07:25] Speaker A: Can I perhaps can add something here? And also, I mean our students, because we have teachers at Britannica have a really high, well, standardized profile. Right? So I'm proud to say that we deliver high quality lessons. So sometimes students discover a passion for teaching, sometimes they see teachers as a role model. So I say, I didn't know what to do, but I like this guy, so perhaps I can become a teacher. [00:07:51] Speaker B: It's not impossible. [00:07:52] Speaker A: It's not impossible. [00:07:53] Speaker B: And I think, yeah. Something that has become quite popular at the institution is the fact that many of our teachers, just like Arturo, used to be students. So we have this ELT course that prepares or gives the first insights into the English language teaching world. And it opens many doors to potential new teachers. So we're always looking forward to delivering the best possible classes and to have, as Arturo mentioned, well prepared teachers so that, you know, we can continue growing. And obviously if a person has, being a Britannica student is an advantage. [00:08:30] Speaker D: Isn't it just. Carmen, you used the word classes. Now it's interesting, right? Because clearly the world has changed when it comes to both teaching and learning. Now classes can mean lots of different things. So tell me a little bit more about that portfolio of how you see classroom teaching versus the dynamic of say, more digital orientated learning as well. [00:08:50] Speaker A: Yeah, that has a different perception because I work in this elearning area. So my role primarily involves overseeing E learning platforms. Right. It's development and management and such. So I think that something very positive about Britannico is that we are always looking for cutting edge tools to provide our students. And now technology is key. Technology plus AI these times. Right. So I think that now our classes are getting. Well, they have always been of high quality, as I mentioned before, but now we are adding some more technological things as well as AI, artificial intelligence. And now classes or classrooms are not the way they used to be when I was a teacher, like 10 years ago. Right. But now I feel great that our institution is providing a lot of tools for our students and teachers to deliver. Nice class. [00:09:39] Speaker D: Can I just expand on that a second because I think this is a really interesting point. You talked about teachers being role models. [00:09:45] Speaker C: Yes. [00:09:45] Speaker D: And of course at the same time we've got this whole new world of digital that's playing together. So how do you see the balance of the classroom versus digital? [00:09:56] Speaker B: Well, we currently both environments coexist, so we may have a teacher working in the centers, so attending face to face lessons and maybe in the afternoon delivering lessons online. So one of the greatest challenges that we have identified is the fact that we need to provide them with the tools to deal successfully with the delivery of the lessons in both environments. Another aspect that we are very much worried about and focused on is the fact of working along with technology. So that is seen and it's recognized as a tool to empower their lessons rather than an element that could cause any sort of worry. [00:10:39] Speaker D: Yes, I think that's a really nice way of framing it. Right. It's technology is the enabler to actually get much more savvy in that lesson time. [00:10:49] Speaker B: Yeah. Because the profile of our students has changed for sure. [00:10:53] Speaker D: Juliana, Talk about profile of students changing. I think this is really interesting because clearly as a marketer you understand the changing nature of those target audiences and student profiles. Perhaps you can elaborate a little bit on the type of typical student that Britannico is attracting. [00:11:11] Speaker C: Yes, of course. A lot of things changed during the pandemic. Before the pandemic, most of our students were actually college students. In Peru there is a law that to graduate university you need an English certificate. So most of our students were usually college students looking to get their English certificate. So they could graduate. And then came the pandemic. And now we have many new students enrolling each month actually. And the profile has changed to the point that now most of our students are actually around 15 years old. So we are no longer talking to a college aged student who makes their own decisions and pay their own classes, but we're talking actually to young learners and their parents who make the decisions, who pay for the courses and who actually take their children into the classes. So it's very. It's a different way to communicate because it's no longer the student themselves who want to learn because they need it or because they think it's important. Actually the parents, they're taking the. They're making the decisions and they are ingraining in their child the. The thought that English will change your life, it's better for you. It's something that you really should prioritize. And we get a lot of that, especially in Peru. We have many, many physical centers throughout the country and some of them are actually in less privileged places. And we see families that save up just to send their child to learn English because there is this idea that English can change your life. So the parents were sacrificed themselves to give their children the opportunity to make a better life for themselves. [00:12:56] Speaker B: Yeah. Or to deal with the traffic just to get to the center. [00:12:59] Speaker C: Yes, yes. [00:13:00] Speaker B: You know, Lima has distinguished traffic. But yes, I couldn't agree more with what Julie has just said. The fact that it's fantastic that parents now identify the need that children or teenagers have in order to become potential better employer employees if they actually speak English. [00:13:26] Speaker A: Yes. And it isn't undeniable fact that this generation was born in technology. Right. So we need also to help out, to help our teachers to get, to discover, I mean especially teachers from the old school, you know what I mean? So they, we need to help them standardize the E learning skills. So that's why Britannico right now is offering a course for Britannico teachers that help them standardize E learning skills. So we are, you know, currently delivering this course. We have already delivered this course to around 200 or so teachers. Right. And we do this because thanks to, you know, this marketing campaign in this marketing analyze, we know that our most of our students are school students. So they need technology because for them is something, it's a common thing. You know, they were born, they were born with that. So that's why also now we are, you know, this course is called the Sprite course. And the idea is to standardize our teachers level in terms of E learning. [00:14:30] Speaker D: Skills, I think that's absolutely critical, right. That not only you know that, that our teachers have the cutting edge access to the cutting edge tools to deliver in class, but also for themselves. So they're able to upskill themselves in that way and love to come back onto that in a moment. I was intrigued, Jolene, about something that you said. I mean, we're clearly sitting here in Oxford University, which is probably one of the most renowned English language departments in the university, and I wonder, what do you think is the balance between a learner today studying English versus studying more technical subjects and how do they blend together? [00:15:02] Speaker C: I think many technicals, technical subjects are actually really hard to learn, especially in Peru. So most of the resources you would need to expand your knowledge, you won't probably find them in Spanish. So you would need to learn English to be able to learn more even about your own very specific, very niche field. And I think it has been very recognized and that's why learning English has become such a priority for households and Peruvian families. [00:15:37] Speaker D: Fabulous. [00:15:39] Speaker B: And sorry, if I could add, you have just mentioned something powerful and it's the fact that we are very proud that Britannica is working in close cooperation and in partnership with Oxford University Press. And we believe that working with such a leading and prestigious institution really makes a difference because all of the material and all of the experiences and all of the learning taking place at different levels really makes a difference. Like here we are learning from everything that we have been given the opportunities to explore these days. And we are sure to go back to Peru very soon and cascade this information. And this partnership also validates all of the quality that we are delivering for our students. [00:16:26] Speaker D: I feel that we are equally proud to be working with an institution like Britannico without these close collaborations and partnerships and really understanding and having you come over to Oxford to really understand what it's like to be on the ground in Peru and to be teaching those students. You know, that's how we get better at being able to build the resources that we need in order to really service and help you to do, to facilitate the developing of language competence as we go through. So it is very much a synagogue partnership, is very much a. A partnership that we all enjoy together. Can I talk a little bit, maybe turn the page slightly and talk about some of the challenges that are currently being faced when trying to teach people English? What would you say some of the core challenges? [00:17:15] Speaker A: Well, to me is the very. I mean, as I told you, I was a student here, so when you Enter the Britannic premises. It's like you enter United Kingdom for a while. So everything is in English. You feel the Britishness, you know, because you have a lot of cultural activities apart from the classes themselves. Right. Things like the lack of exposure to English that we get when we leave our premises, you know, And I think that is. That is something that's also happening in LATAM itself, you know, so we are working all the areas, the studies team, the training team, the learning team, all the teams, teachers and such, we're working on that to provide tools and materials to our students so that they can just keep fostering this Britishness. And also the language itself. [00:17:57] Speaker B: Yes. And if I could add to what Arturo has just said, I think it's very important, or is vitally important, the fact that we need to continue training our students so that they become responsible for their own learning process outside the premises of the institution. But I think also currently we have so many opportunities because we have so much influence from social media, from Internet resources that we have, that sometimes it can actually be overwhelming. You don't know where to go, what is fake and what is not. Where should I get the information? And since Julie mentioned, we have really young learners, teenagers, I think it's crucial that we continue teaching them, teaching our students how to make the most of all of the resources available so that they can complement and they can become autonomous learners that can, you know, continue growing with the help of the tutor or the teachers in the schools, but also outside the schools now. It's endless, the process. [00:19:02] Speaker C: And precisely because they are so young, actually, who makes the decision to enroll them is their parents. So the idea is to, yes, you are here because your parents took you here, but it's to motivate them and to create in them this love for learning and for English, actually. So they come not because they are obligated anymore, but because they want to. [00:19:25] Speaker D: I think that's really interesting, particularly when you talk about that demographic and the motivation behind it, where you say the parents are helping them to facilitate them joining Britannico. To what extent do you have to almost take the parents on a journey, especially when you're talking about off the premises and getting people to practice in a more natural environment. Is there anything that you would think about from a parent's perspective? [00:19:48] Speaker B: Well, I think currently we do organize some sort of webinars for them so we can train them or help them in order to make the most of this learning process with us. But another way in which we somehow connect with them is Something that Arturo mentioned earlier, which is some of our cultural activities. Britannica is a lot more than just a language school. We are mainly three big core there. And well, apart from the language school, we have the Britannica library, which we are very proud to say is the biggest collection of English books in the country. [00:20:25] Speaker D: I hope there's lots of OUP books in there. [00:20:27] Speaker B: Yes, absolutely. And then we have Britannica Cultural, which is the cultural department or area. And many of the things that the Britannica Cultural organizes are aimed at the society, are aimed at the community. So maybe as a mom, I am there, I leave my child in his or her class, but then I have the opportunity to join later with him or her in any of the, you know, there are countless activities that we have, like in terms of theater or galleries or art exhibitions or photography contests. There are so many options. So that it's not only that the class ends when your student or when your son or daughter finishes his or her lesson, but then you, you. We are part of a wider community. [00:21:15] Speaker A: Yes, I mean, actually my own, I mean, my daughter herself studies at the Britannica right now. So. But the approach that she has now, two words, studying English is different, you know, I mean, she's studying English because she likes it primarily, you know, because of her own pleasure. She, she wants. She likes English, she likes singing in English, she like series in English and such, right? And they also have this perspective of the. Of the parent, you know, of a student of the Britannica. So now I'm taking my daughter, for example, to classes on Saturday. But then we can go to the botanical theater and watch a play, right? And when it comes to summer school vacations or holidays, we have these botanical workshops, right? And everything goes around British culture, you know, being spread all over our premises, you know, and then just my daughter wants now to come to London one day, you know, but not to study or such because she's very young, but because of the mere pleasure of being here, you know, getting a bit. Getting to know a bit more of the culture and stuff like that. So. And that's my perspective from, from a parent side of the story. [00:22:15] Speaker D: I think it's great. I have to say that I'm so impressed on, by the fact that on the one hand we've got this formal learning that takes place, very structured and, you know, very high quality, whether that be in the classroom, whether it be online or a bit of both. But at the same time, you're also describing a much wider role that Britannico is playing, whether that be, you know, in society, from a cultural perspective, to really help people to practice in a, you know, their English skills in a more natural environment, but also be immersed in what it's like to be able to be speaking the language in a cultural context, in a cultural setting. I think it's a really holistic thought process when it comes to the world of learning. [00:22:59] Speaker B: Yes, and I think nobody has mentioned this already, but we have this social responsibility department as well. And we organize. Well, they organize different activities in which. Well, sometimes it's just the people at Britannica doing that, but sometimes you can do that with families. And I think it's wonderful that we can, I don't know, go and pick up rubbish in the beach with your family or with your colleagues or, I don't know, start collecting things for. Or fostering campaigns for abandoned dogs, which actually we have quite a lot, or cats. And this, this feeling of community is something that I am extremely proud of because every time we really talked about the institution, it's not only the prestige of. For the English lessons, but also for everything that it stands for. [00:23:47] Speaker A: Just to keep on a bit more on the social responsibility topic, actually, this area of the Britannico is working really hard to spread English or Britishness in many different ways to people that cannot get to afford perhaps tuition in our Britannico actual premises. And one of our. Well, one of their main projects was called Tayevo de Tourismo, which is basically a workshop about tourism. But this was tailor made for a community that lives in Cusco, which is in the highlands of Peru, but not in Cusco itself, but it's actually higher to a place that is called Ouiju. So what happened to these people? These people make traditional clothes, you know, in a traditional way, but they don't have access to Internet connection or actually English classes themselves. So when tourists get to that place, they couldn't. Sorry, when they got to that place, they couldn't buy their things because they could not sell their things. Right. So I don't know how. Right. I think it has to do with marketing and the social responsibility. I don't know how, but we reach those people, you know, people from wiu. So we prepare material for them and we deliver radio classes to them because they have no Internet connection, so no. [00:25:03] Speaker C: Internet, no television, but they do have radio. [00:25:05] Speaker A: So there was this big room where all people go together twice a week and they received radio lessons. And then Britannico teachers, I think twice every two months, went to Wijek to deliver Actual face to face classes to place a test and to check if everything is improving. And actually it was because now these people is able to sell their products, so they don't need a third party in order to sell their products. So that's what made me. And I thought that it should make us very proud of being part of the Britannico, you know, because it's many things together, you know, a holistic approach, as you mentioned, much is more than a holistic, humanistic approach. Right. So that's something that I think is worth to mention. [00:25:46] Speaker D: It's absolutely something we should be all very proud of. That's a fantastic initiative. Can you tell us a little bit more about how you were able to reach some of those communities? [00:25:55] Speaker C: The Social Responsibility department of Britannico, we receive petitions and letters and things like that from people who actually need it. And sometimes it's actually suggested by our teachers. They have a family member or they went on vacation and they saw something or they heard something from a neighbor or something, and they come to us and say, listen, I saw this opportunity and I think we, as Britannico can help. What can we do about it? So we tried to work together with the ideas that come to us. And we sent the social department, some of their people went there, and it's very hard to reach because it's in the highlands, so you have to fly there, but then you have to take a train and then you have to take a bus. [00:26:41] Speaker A: I almost died. [00:26:43] Speaker C: The geography is very complex, so there was no way we could actually send someone. Very often it wasn't possible. And it is a native community who lives there, and they also don't want to live there. It's their. It's their home. Their whole life is there, their things, their family, their ancestors, everything. So we try to find a way that we could help them without interfering so better in their lives, but without imposing the way we learned or the way we know how to teach. So we had to find an approach that worked for both of us, for them and for us. And as Arturo said, they have no Internet, so no online classes, they have no television, but they do have radio. [00:27:28] Speaker A: Some of them don't even speak Spanish. They speak Quecha, which is a Peruvian language that few people speak it. So it was. Can you mind? [00:27:36] Speaker C: Yes. A native language from the highlands that is actually sadly kind of dying out because people don't teach it anymore. Everyone is learning Spanish. So most of the younger generations don't even learn the languages of their ancestors. And some of these people don't even, because they are older, don't even speak Spanish and our professors speak Spanish and English. So we had to find a way to make these lessons and very tailor made to their needs so they don't need to know a whole lot of vocabulary or things that they want to use. They actually needed English that they could use directly with the tourists who got there so they could explain how their products are made, how it relates to their culture and to be able to sell it. [00:28:24] Speaker A: Shout out to our teachers and you think guys, I mean, what a challenge. But they managed to do it because I, I mean at the end of the program we were supposed to hand in certificates, but they have to pass the exam, okay? And practically all of them pass it. So I think that the effort that our teachers made, I mean, and the Britannico itself in the end paid off because now they, they have reached a certain level of sustainability right now. They don't rely on any. [00:28:50] Speaker B: And something that I loved about it is the concept of fair trade. Because the problem is that many times these communities which are scattered along the country, they make these wonderful products handmade, but then they don't find real or fair ways to sell them. So if there is a third party, that is the issue. But now since they can deal directly with potential customers or even possibly in the long, short term, hopefully export their own things, then no third party might be involved and therefore they will get a fair price for their job, which is usually done under really harsh conditions. Now the geography, Peru is a wonderful country, but our geography, taking her words, is pretty complex. [00:29:39] Speaker D: I can imagine. But you know what, it's such a great innovative example that really fits in with Botanical's mission. And I think that's at the core of this. And you think about the role that you're playing at the society level, communities, social mobility and all of that facilitated when it comes to the world of English. And I think that's something that we should all be really proud of. Let me turn the page a little bit and come back to the thought about another challenge when it comes to our student base, which is around engagement, particularly perhaps more so in the online world. And I'd love to get your perspective about how you see and how you are able to use the technology and tools to improve on student engagement. [00:30:24] Speaker A: Well, one of the things when you deliver online classes is, I mean what I've said, the main challenge is to keep learners focused, paying attention to you at all times. Because when you're in a classroom it's kind of easy because Your body language, your tone and everything. You mean you can make, in a way make them pay attention to you, but when you're online, it's difficult. Right. So I would say that happily and thankfully, our teachers are full of resources. So it was, of course, it was challenged. I cannot deny that sometimes some learners didn't want to turn on the cams. You know, sometimes the cams were on, but they were not there. Right. But little by little, not just students, but also teachers got used to new technologies. And then I think in a way they, they reached awareness and it was like, okay, you know what, it's teamwork. It's teamwork. So I'm going to provide you the tools and I can in a way guarantee you that you will learn English. But I also need you to, you know, make an effort because I know it's hard. It's not the same as being in the classroom. But little by little, we raised awareness little by little by little, providing tools. You know, our teachers attended a lot of workshops regarding E learning, teaching online and such. And in the end we managed to have again, you know, high quality classes online. [00:31:35] Speaker D: Wonderful. [00:31:36] Speaker A: Cool. [00:31:38] Speaker D: Do you have a perspective, Carmen? [00:31:40] Speaker B: Well, I think the main challenge in order to keep a student's engagement has to do well. I was thinking it's something not only related to every day in the long term for them to continue studying with us, but something that we. Well, the way Britannica works is that there is full flexibility. So let's say, for example, if you are a student in an online environment this month, our classes, considering that they are monthly organized, then the next month you could always join the face to face lessons. So it pretty much adapts to what students need. And this is the reason we always need to work with high quality materials so that the delivery of the lessons works well in both environments. [00:32:26] Speaker D: That's critical. [00:32:27] Speaker B: Yes. [00:32:29] Speaker D: So let's think a little bit. I mean, clearly all of you have been on an English language journey yourselves. So Giuliana, tell us. I think, well, you're originally from Brazil and then you've been in Peru and gone back a few, back and forth a few times. So tell us a little bit more about your English language journey and travels. [00:32:46] Speaker C: Yes, of course. So I was born in Brazil. My mother is Brazilian, my father is Peruvian and he was living in Brazil. He met my mom, they had me and my sisters. And then When I was 10, my dad got a job opportunity back in Peru. So he sat down with the family and he said, okay, we're going to Peru for Three years. Are you okay with that? Okay. We went. When we got to Peru, I felt like the school I was in was at a much higher level of education than what I was used to. So I attended English classes at my school, and I felt like I could not keep up. I was not prepared. So I said to my parents, I would like to enroll in an English academy or something to learn so that I can keep up with my peers. And we had just arrived in Peru, really, But everyone we asked, we asked about it always said, Britannico is the best. If you want to learn English, it's Britannica. Britannico. So they enrolled me in Britannico, and I was a student for a few years until I went back to Brazil. And then when I went back to Brazil, after those three years were over, I felt like my English was perfect. I got back to Brazil and my English was actually even better than those of my peers. So I was very happy about it. And then many years down the road, another opportunity came, and then we were relocated to Peru, but on a permanent level, so we would not be going back to Brazil. So I went back to Peru. I finished school, I did my university there. And then after getting out of university, I already had an international certificate that I had gotten in Britannico, so I didn't have to worry about that, actually. So that was great. I did university, I finished that, and then I started working. And an opportunity came up in Britannico to be a digital marketing coordinator. And I thought it was great because I knew Britannico, I had studied there. So when I got actually to the interview with who is now my manager, we were talking and he asked, did you know about Britannico? And I said, yes. I used to be a student, and that was great. And when I actually got into Britannico and talking with my new teammates, a lot of them had actually been students. So I think it's really great how this sense of community is not just for the students and the parents, but actually it carries on with you. So you learn English, but then you also have the library. So if you like to learn, you can keep going to the library. And it's the biggest English library in the country. And you have so many great resources there, and you have the cultural activities that are open to anyone who wants to go. And then you have so many people who used to be students and then become teachers or. Yes. Or end up working on a more administrative role. [00:35:36] Speaker A: Yeah, I mean, Britannico gives you a sense of belonging since you, you know, Enrolled for your first course. I know in a way it develops on you as a sense of belonging and it's like you don't want to live Britannico any longer. So some as soon as. And I have noticed that when they reach advanced 6, which is the last level of the, let's say, standard levels of the Britannico, they have this sense of, oh my God, I'm going to finish Britannico, so I'm not going to come back. And that's a pt, right? So, yeah, become a teacher. [00:36:02] Speaker C: Yes. [00:36:04] Speaker A: That'S true. That's great. [00:36:06] Speaker C: We actually have a lot of stories of people who were students and then they grew up from their own families and now they come back with their children to enroll them, of course. [00:36:15] Speaker D: Fabulous. That sounds great. [00:36:17] Speaker C: Yes. [00:36:18] Speaker D: Arturo, tell us a little bit more about your journey. [00:36:20] Speaker A: Okay. I was studying marketing before enrolling to Britannico, and I met just this fantastic teacher. She was my English teacher at my market institute. I'm a marketing institute, right. And it was the first time that I saw someone and I was like, I want to be like you, so I want to do what you do. Right? Because she was fun but strict at the same time, you know, she knew how to, you know, in a way, hold our horses. Like, okay, it's okay. But just up to this point. And I asked her, I clearly remember, says, what do you study? I want to be like you. I'm going to abandon my marketing studies and I just want to be like you. And she told me where I studied English. I say, where I did Britannica. Okay, I'm going. So that very day I went to my house and told my mom. My mom was struggling with money. I don't know if you remember, she was a single mom. Says, mom, you know what? Study marketing. Yes. I've changed my mind a bit. I think that now I'm going to study English only as. English only? Yeah, English only. Because I'm sure that this is going to change my life. I told her, yeah, so my mom is a very sweet person, you know, very sympathetic. And she told me, okay, so if that's what you want to do, let's go. She enrolled me, the Britannico, any basic one. So I started learning little by little, little by little, little by little, till I got to. To intermediate 8. And there was a teacher who told me, arturo, you have lots of potential to be a teacher. And I say, I know, I know, I have the. I know. They have not only the skills to teach, but also the soft skills to teach. So I firmly believe that. And he told me, you know, you need to finish, advance, you need to take an international exam, pass it, get the course, study to be a teacher and then apply for a place here. And that's what I actually did. [00:38:05] Speaker D: I love the story and the journey and especially when you talked about, you know, you talked about the skill sets required to be an effective educator and teacher of English language, going beyond just the technical aspects, but so much more about that softer skill development as well. I think that's really, really fundamental. And I can see it coming out in spades as well, Arthur. So I can see what makes you a good teacher. So there we are. Carmen, what about yourself? [00:38:30] Speaker B: Well, my story's a little bit different. I went to a. [00:38:33] Speaker D: You didn't study Britannica? [00:38:35] Speaker B: I went to. Basically I learned most of my English at school, but I did go to Britannica to get my international certificates. And well, I went, I am a lawyer, so I went to law school. But there was a moment in which my father would say, okay, well maybe it's about time you become a little bit responsible and stop spending money, so why don't you find yourself a job? So he said, look, it happens to all of us. But I was so young. So what happened is that. Well, he said, look, you went to a. Your English is good, you learned well at school. So. And I really liked it. I was a keen reader. I would always go to Britannico. I was a member of the library once upon a time. And he said, well, I've seen, or I think in that I'm talking about some years ago. So it was actually the newspaper that he saw, I think probably an ad saying that for people of high level of English or something. So that turned out to be the ad for the ELT course or the English language teaching course, which was like a six month course. And so I remember he said, yeah, why don't you do that? But my idea was, oh, maybe I can work then in kindergartens like an assistant because my road was low. So, well, I went to, I did the course and I remember the first week, probably I was like, oh, I felt really lost because it's one thing to know general English, but it's a very different thing to know, you know, the skills that. But the person who was the tutor there, he still works with us, he's great. He said, no, just don't give up. Make it until the end of the month. So this is how I ended the course. And then they called me and they say, well, and I started really, really, really young. I was almost 19 when I started and it was supposed to be like a part time job, you know, because I did have university and law in Peru is around six and a half years. But there was a lot of flexibility, they would respect my times at university. So I could go, let's say early in the morning and maybe late at night and the premise was very close to my place so I could drive there without any problems. And then, well, you know, it's like when you finish law in Peru you have to work for the government for at least six months is a must. So I wasn't sure whether to quit or not. But then I really liked it, so I said, yeah, well maybe later. So in the end when I finally graduated from university and got my law degree, I gave it as a present from my father because I had decided that I didn't really want to work as a lawyer. So it's there and I joined full time. So I started as a teacher. Then I became a deputy head of center for a while which is administrative to some of them, staff members who run centers and well, I've been academic coordinator in the studies team for the last 10 years. [00:41:45] Speaker D: Gosh, yeah, Richie. [00:41:47] Speaker A: And I think that, I mean all of our students give you a wider insight of our students background, you see, have pretty different backgrounds, different realities, different reasons too, you know, but I mean when they go to Britannic we are just all together, just one team. This sense of belonging keeps, you know, being, you know, increasing and increasing and increasing and I think that's why we are so successful and beloved by our students. [00:42:14] Speaker D: I have to say I'm really inspired by all your journeys. I used to say it's so diverse and so different as to how all of you ended up in this position here today. I can't wait to come visit. Be great, be really great to see it in action. [00:42:23] Speaker C: Waiting for you. [00:42:24] Speaker D: Yeah, absolutely. [00:42:25] Speaker A: Super motel of peace waiting for you. [00:42:27] Speaker D: Oh yeah, there we are. So we're coming on to our last segment and section. What I'm going to ask you to do is open up your crystal ball and talk a little bit about what we think is the future of our industry and perhaps some of the trends that you are seeing and where we think ELT is going. Who would like to open up and start with their first thoughts? [00:42:53] Speaker A: Okay. As I told you, we work in the E learning department of our institution and to me it's undeniably true that AI will keep growing. So we need think that LATAM in general needs to know that we have. There's no reason to fear artificial intelligence. We just need to learn how to work with that towards our students on benefit. Right. So I think that in the future AI will be a great assistant, but at no point or whatsoever will replace the human factor. So I think that know you will keep growing. Perhaps we will provide better cutting edge technology to our students, but always guided by a teacher. That's what I believe. [00:43:35] Speaker D: You used the word human and humanistic before and I think it really rings true when we're thinking about the future of even the way that we talk about tech enabled, you know, with human intervention. Humans at the center of this. Imagine the language if there was no humans. The whole, the whole point of learning English is the interaction and communication with others. So I totally, totally understand. Jolanda, what do you think? [00:43:58] Speaker C: Yes, I think Britannico is very good at providing flexibility for our students. And I think that's going to continue to grow. I do believe that is a trend that is going to continue because our lives are so hectic and it's going to always be like chaos everywhere. So I think the more you can adapt to accommodate the different needs of different students, the better. Because people learn at different paces in different ways with different tools. So I believe providing them with that flexibility to find their style of learning and to provide them with the support they need to keep on that journey, I think is going to be key. Especially when technology makes it so the world is smaller every day. So now you see things and you get opportunities you never could have imagined a few years ago. So I think that's really important to keep growing with our students. [00:44:55] Speaker D: I can just say how insightful, honestly that thought is. I think it's critical that we really understand students and their needs and how they would like to learn. And so at the heart of all of that is flexibility. That's a great, great thought and suggestion. [00:45:10] Speaker C: Thank you. [00:45:10] Speaker D: Carmen, you can't see any of the two that have gone by, so you have to say something else. What do you think? [00:45:16] Speaker B: Well, I think we will continue working or making the most of the teach expertise and all the experts that work with us. And I think something which was actually in the talk that we had with you, which I actually took a note of and I wanted to make a comment is working with the people's or humans expertise hand in hand with technology, but always keeping technology with all of its development, keeping the learner in the center is something that you mentioned yesterday. And I was so excited because I think the future in the future, we're going to continue growing together and I think we are going to continue being empowered. But what's going on here in this part of the world in terms of technology and innovation, and as I said, I love this, this idea of that everything that is taking place here has a person which is for us the most important actor, the learner in the center. So if we continue making the most of the experience from the teachers or humans that work with the technology developed with the right sense and in the right way, I think the future of ELT is endless. And I couldn't agree more with Arturo. The fact that we will never at least. Well, maybe you never know. But teachers are there for a reason. [00:46:47] Speaker A: Yeah. [00:46:47] Speaker D: Of God. Yeah. And for so many reasons. Both specific to that, what they're, you know, what they're helping people with study, but also for so many other role models that they then create. I love that thought about learner centricity. I think that is absolutely core and everything that we do at Oxford University Press. Absolutely. The start and end point is who are we trying to serve? [00:47:12] Speaker B: And I love that idea of separating the hype from the real content. Is that right? [00:47:17] Speaker A: Exactly. [00:47:17] Speaker B: I made my homework, I paid attention. Yes. I love this because it's true. I think nowadays everybody's feeling the hype of what's going on, but what is really relevant to the learner's development. [00:47:32] Speaker A: I agree. [00:47:33] Speaker D: Can I just say how much I've really, really enjoyed this conversation? I've learned so much from this. [00:47:38] Speaker A: Thank you. [00:47:39] Speaker D: And it's been a real pleasure to talk to you here today. [00:47:40] Speaker B: It's my pleasure. [00:47:41] Speaker C: First, thank you so much for having us. Yeah, thank you so much. [00:47:44] Speaker A: Hope to see you soon. One day. [00:47:45] Speaker B: Yes. Throw away. [00:47:48] Speaker D: Thanks for listening to this special episode of Talking elt, the easiest place to learn about the big issues in English language teaching. For more in depth discussions on the business of English learning and assessment, visit our LinkedIn channel. 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