Teaching English with AI must have an inclusive vision: British Council

Recently, specialists from across Latin America gathered in Mexico City for the New Directions LATAM 2025 Conference, a British Council flagship event that explores the challenges of the English language in countries where it is not the first language.

In an interview with El Economista, Darren Coyle, Regional Director of the British Council for Mexico and the Caribbean, asserts that "English opens up opportunities, which is why we must continue to improve the way it is taught and assessed, and New Directions is the space where international experts share evidence and solutions."

He said the challenges are significant, especially considering the language's global relevance. According to the British Council study "The Future of English: Global Perspectives," English is an official language in 67 countries and is widely spoken in at least 27 more. Furthermore, up to 90% of scientific articles and around 60% of online content are published in English. Therefore, English proficiency is key to accessing education, improving employability, and attracting investment.

What are the challenges to achieving this goal?

Coyle explains that, first and foremost, it's important to have dialogue between the various stakeholders, which is why she welcomes the participation of public policymakers, university leaders, officials from the Ministry of Public Education, and others. She adds that the discussion not only addressed the challenges faced in English learning and assessment, but also highlighted the roles the language plays in various contexts; for example, in different workplaces, knowledge dissemination, entertainment, networking, finance, and cognitive development, among other areas.

To achieve this, it's also important to embrace technology as a key player in learning and teaching, as well as in improving English. "Artificial Intelligence specifically offers us many possibilities that can support personalized teaching, not only for students but also for teaching staff. This reduces administrative burdens and gives them more face-to-face time with students, and also provides immediate feedback."

He adds that one of the most promising benefits identified is AI's ability to improve oral skills, which are often the most difficult to master due to anxiety and lack of practice in real-life contexts. In this regard, the British Council presented progress on an adaptive platform, integrated into its online courses, that allows students to practice in authentic scenarios, such as virtual work meetings, and receive immediate, formative, and useful feedback to improve their performance.

AI does not replace teachers

The specialist warns that even with the possibilities to exploit AI, we must be careful and ensure that we do not run the risk of deepening gaps that already exist in English education. "If only certain people have access to this technology, and know how to use it, it is very likely that other sectors of the population that do not have this technology will be left behind. There was a lot of talk about this and examples of how we can help prevent this from happening, but also speaking clearly about the need for measures, some kind of ethical guideline for how to use technology is needed."

In this regard, the British Council is constantly preparing and publishing assessments on how to use AI under these new possibilities. Again, in the study "The Future of English," it is mentioned that, despite the advances in AI, it must be kept in mind that this technology should support, not replace, teachers, "which is why knowing how to use it efficiently and ethically is essential."

Finally, he emphasized that in-person early childhood education, especially in elementary education, is essential, but without neglecting the use of technology. "This is a consensus, especially given the shortage of teachers here in Mexico and in Latin America in general. Today, technology is addressing an issue that overwhelms us."

Diverse contexts

Another topic discussed at the conference was the importance of considering different learning contexts. "In Mexico and even between cities, there are these, especially with indigenous populations who don't understand Spanish but have English as a second language. This happens in our region and deserves to be mentioned." Another example is Cuba, which "despite the country's social and economic difficulties, is adding very important initiatives to have more aligned and uniform policies on English assessment. For example, the Common Framework for Languages, which allows for very clear levels for someone just starting out with the language and up to a native level, is being significantly embraced by this country. This is an example that even with limited resources, a lot can be done."

Recently, partners such as ANUIES and the Chamber of Commerce have also been announced for Mexico, especially to reduce the gaps between higher secondary education and the workforce. "It's important to promote the skills of the future, and one of them is English, which is why we are very excited about all these new initiatives and being part of them with the expertise of the British Council. We are celebrating this new approach, but we must also consider basic education. That's why the SEP was here to discuss initiatives such as the National Day of Sessions via videoconference, which reach more than 15,000 teachers across the country."

In the end, he said, the conference achieved three very important insights: the need for deeper collaboration between sectors such as education and business, technology, tourism, logistics, and others. Second, the need for evidence-based public policies and practices with low-income populations. Finally, the need for teacher-led teaching that leverages technology. "These were the themes that guided the conference and the findings that will shape the agenda for teaching English as a second language."

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