Critiquing the Teaching and Learning of English in Chile
Challenges and Opportunities for Transformative Practice
1st Edition
Published on 25. November 2024
Book
Hardback
230 pages
978-1-032-75045-3 (ISBN)
Description
This edited volume challenges the hegemonic values and practices that have shaped the contemporary state 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 delve into a critical scrutiny of prevalent issues in ELT education and explore new opportunities for innovation, reconsideration and reconceptualisation of policy and practice. 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.
Providing insights into English language teacher education and the pedagogical practices that teachers enact in diverse contexts, chapters delve into a critical scrutiny of prevalent issues in ELT education and explore new opportunities for innovation, reconsideration and reconceptualisation of policy and practice. 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.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Academic and Postgraduate
Illustrations
7 s/w Tabellen, 1 s/w Abbildung, 1 s/w Zeichnung
7 Tables, black and white; 1 Line drawings, black and white; 1 Illustrations, black and white
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 18 mm
Weight
546 gr
ISBN-13
978-1-032-75045-3 (9781032750453)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Leonardo Veliz | Malba Barahona | Stephen Darwin
Critiquing the Teaching and Learning of English in Chile
Challenges and Opportunities for Transformative Practice
Book
05/2026
1st Edition
Routledge
€58.50
Shipment within 10-20 days
Leonardo Veliz | Malba Barahona | Stephen Darwin
Critiquing the Teaching and Learning of English in Chile
Challenges and Opportunities for Transformative Practice
E-Book
11/2024
1st Edition
Routledge
€60.49
Available for download
Leonardo Veliz | Malba Barahona | Stephen Darwin
Critiquing the Teaching and Learning of English in Chile
Challenges and Opportunities for Transformative Practice
E-Book
11/2024
1st Edition
Routledge
€60.49
Available for download
Persons
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 Educacion at Pontificia Universidad Catolica de Chile.
Stephen Darwin is an Associate Professor in the Facultad de Educacion at Universidad Alberto Hurtado, Chile.
Malba Barahona is an Associate Professor in the Facultad de Educacion at Pontificia Universidad Catolica de Chile.
Stephen Darwin is an Associate Professor in the Facultad de Educacion at Universidad Alberto Hurtado, Chile.
Content
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 Balbontin-Alvarado and Belen Carolina Munoz Munoz 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 Carcamo Rojas 3: Chilean Pre-Service teachers' perceptions of English in 'vulnerable' schools: Finding a purpose for English Martha Epperson and Alicia Paez 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-Galvez 7: Is English teacher preparation in Chile culturally relevant? A critical analysis of course structures Eric Gomez Burgos 8: Unveiling the historical foundations of English language education in Chile: A legacy of inequality Rommy Anabalon Schaaf Part II - Challenges and opportunities in English language practice and pedagogy 9: Challenging beliefs for conscientisation: Critical pedagogy and English language teaching Loreto Abarzua Silva and Diego Cabezas Bravo 10: Transformative teaching practices in the English language classroom: A dialogic perspective towards teachers' narratives Maria 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 Victor Birkner and Tamara Cortes 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-Portino 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