This edited volume critiques the hegemonic values and practices that have shaped the contemporary condition of English language education in Chile, offering a space for a transformative vision that prioritises pedagogical practices grounded in (g)localised methodologies and epistemologies.
Providing insights into English language teacher education and the pedagogical practices that teachers enact in diverse contexts, chapters cover strategic and situated issues along with opportunities for alternative policies and pedagogical strategies, offering a critical exploration of learning materials. Motivated by the drive for transformative, context-sensitive and culturally relevant practice, contributors critically engage with the socio-cultural and socio-political context of Chilean English language researchers, offering a systematic analysis of the profound effects of entrenched neoliberal ideologies in education, as well as how these act to influence and shape teaching practices, policies, and outcomes. In highlighting the inherent limitations and inequities perpetuated by neoliberal policies, contributors offer alternative perspectives and solutions designed to promote more equitable, inclusive, and socially just second language educational practices.
Providing a comprehensive examination of the intricate relationship between Chile's political history, socio-economic evolution, and the rise of English language education, this book will be of interest to scholars, researchers, and postgraduate students in the fields of applied linguistics, teaching and learning English as a foreign/second language, and initial English language teacher education. Policy makers working in ELT in the Chilean context may also find the volume of use.
This edited volume critiques the hegemonic values and practices that have shaped the contemporary condition of English language education in Chile, offering a space for a transformative vision that prioritises pedagogical practices grounded in (g)localised methodologies and epistemologies.
Preface Dario Luis Banegas Introduction Exploring avenues for the
transformation of teaching and learning English in Chile Malba Barahona,
Leonardo Veliz and Stephen Darwin Part I Challenges and opportunities for
transformation in English language teacher education 1: Democratising teacher
education through community-engaged teaching: Addressing the theory-practice
divide Corinne Barger, Maria Margarita Ulloa Toro, Roxana Balbontķn-Alvarado
and Belén Carolina Muńoz Muńoz 2: The crucial role of English language
teachers' mentors' school experiences in ELT programmes: A critical
duoethnographic narrative to re-conceptualise teacher education Paulina
Moya-Santiagos and Tatiana Cįrcamo Rojas 3: Chilean Pre-Service teachers
perceptions of English in vulnerable schools: Finding a purpose for English
Martha Epperson and Alicia Pįez 4: Navigating the challenges and
opportunities for equipping pre-service English language teachers for diverse
classrooms Leonardo Veliz, Malba Barahona and Stephen Darwin 5: Pre-service
teachers and inclusive ELT practices in Chile's changing educational
landscape Priscila Riffo-Salgado 6: Culturally responsive teaching:
Pre-service English language teachers challenges and opportunities in the
pursuit of transformative practice Pamela Lara Morales and Camilo
Ramos-Gįlvez 7: Is English teacher preparation in Chile culturally relevant?
A critical analysis of course structures Eric Gómez Burgos 8: Unveiling the
historical foundations of English language education in Chile: A legacy of
inequality Rommy Anabalón Schaaf Part II Challenges and opportunities in
English language practice and pedagogy 9: Challenging beliefs for
conscientisation: Critical pedagogy and English language teaching Loreto
Abarzśa Silva and Diego Cabezas Bravo 10: Transformative teaching practices
in the English language classroom: A dialogic perspective towards teachers
narratives Marķa Cristina Arancibia and Natalia Asenjo 11: Chilean ELT
teachers strategies for choosing materials for students in vulnerable
context: Selecting materials that reflect real life Martha Epperson 12: ELT
textbook adaptation as a tool for social justice in disadvantaged schools:
Empowering marginalised students Vķctor Birkner and Tamara Cortés 13: The
discursive representation of an English bilingual programme in a Chilean
industrial borough: What is it? And what does It mean, to whom? Nykoll
Pinilla-Portińo 14: Social-emotional learning in disadvantaged school
contexts: Voices from EFL teachers in the South Yasna Yilorm Barrientos and
Alexia Guerra Rivera Afterword Charting the path forward: Teacher education,
practice, and pedagogy Leonardo Veliz, Malba Barahona and Stephen Darwin
Leonardo Veliz is an Associate Professor in Language, Literacy and Education at University of New England, Australia.
Malba Barahona is an Associate Professor in the Facultad de Educación at Pontificia Universidad Católica de Chile.
Stephen Darwin is an Associate Professor in the Facultad de Educación at Universidad Alberto Hurtado, Chile.
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