Learning English as a foreign language across PISA countries and economies

The OECD report Learning English as a foreign language across PISA countries and economies provides a fascinating overview of how English is taught around the world and the different strategies education systems use to help students develop their language skills. As English continues to play a key role in higher education, employment, international communication, and access to digital information, the report highlights why effective English language teaching has become a priority for schools across many countries.

Drawing on data collected for the PISA 2025 Foreign Language Assessment, the publication compares when students begin learning English, how much time is devoted to language instruction, and the different approaches countries take to teaching it. The report shows that there is no single successful model: while some education systems introduce English at an early age with relatively few lessons, others start later but provide more intensive instruction. These differences offer valuable insights into how language learning can be organised to support students' progress.

For English teachers, this publication is an excellent source of international perspectives on language education. It can stimulate professional reflection on curriculum design, teaching practices, and the role of English in today's interconnected world. The report is also a useful classroom resource, encouraging discussions about multilingualism, global citizenship, and the importance of learning foreign languages in an increasingly international society. By exploring authentic OECD data, students can also develop their critical thinking, data interpretation, and intercultural awareness while improving their English through real-world educational content.

https://www.oecd.org/content/dam/oecd/en/publications/reports/2026/05/learning-english-as-a-foreign-language-across-pisa-countries-and-economies_2c68f972/a704eee2-en.pdf

What can we learn from the #PISA reading-fluency test?

Skilled readers actively interact with diverse types of texts such as books, online articles, and social media. They possess the ability to extract information, comprehend both literal and implied meanings, and critically analyze content and structure. However, the journey to becoming proficient readers begins with achieving fluency. 

Once students attain reading fluency in any language, they can redirect their focus and energy toward more advanced comprehension tasks, allowing for a deeper engagement with texts. 

This policy brief explores insights derived from the evaluation of students' reading fluency in the 2018 PISA test and emphasizes its significance for educators.

Find it on:

https://www.oecd-ilibrary.org/docserver/c698b19a-en.pdf?expires=1699693869&id=id&accname=guest&checksum=2FB89BDCDF8B0816E39C0234329970B5

21st-Century Readers Developing Literacy Skills in a Digital World

This report explores how 15-year-old students are developing reading skills to navigate the technology-rich 21st century. 

It sheds light on potential ways to strengthen students’ capacity to navigate the new world of information. It highlights how countries need to redouble their efforts to combat emerging digital divides. It also explores what teachers can do to help students navigate ambiguity and manage complexity (Source PISA. OECD Library) 

Downloadable from: 

https://www.oecd-ilibrary.org/docserver/a83d84cb-en.pdf?expires=1624125981&id=id&accname=guest&checksum=42009FEB9A726689D565E36D268FC690

21st-Century Readers. Developing #Literacy Skills in a Digital World

The Organisation for Economic Co-operation and Development (OECD) has just published, with data from PISA 2018, the report 21st Century Readers: Developing Reading Skills in a Digital World, which uncovers relevant information on how 15-16 year-old students are developing reading skills in an increasingly digitised and interconnected world.

https://www.oecd.org/publications/21st-century-readers-a83d84cb-en.htm 

How does PISA define and measure reading literacy?

PISA 2018 focused on students’ proficiency in reading. A new framework for the reading assessment was developed in order to reflect how reading has changed over the past decade. In particular, the prevalence of reading in digital environments was reflected by a greater emphasis on reading multiple-source texts.

Read the new Pisa in Focus #101 (October 2019):

http://www.educacionyfp.gob.es/inee/dam/jcr:82d80a19-956b-4683-8f32-40d2e2efd780/pif-101.pdf

PISA, PIRLS, TIMSS: ejemplos de pruebas e ítems liberados en inglés

Echad un vistazo a este listado de pruebas e ítems liberados pertenecientes a estos estándares de evaluación sobre lectura comprensiva, matemáticas y ciencias. Pienso que son de gran utilidad para trabajar la evaluación en estas materias, si en vuestros centros habéis emprendido la labor de vehicular áreas no lingüísticas en inglés. Como veis, hay muchas oportunidades para contar con estupendos recursos en la línea de un trabajo y una evaluación basada más precisamente en las competencias básicas.

http://www.mecd.gob.es/inee/Recursos/items_en_ingles.html