Critiquing the Teaching and Learning of English in Chile

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.

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.

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 Balbontín-Alvarado and Belén Carolina Muñoz Muñoz 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 Cárcamo Rojas 3: Chilean Pre-Service teachers' perceptions of English in 'vulnerable' schools: Finding a purpose for English Martha Epperson and Alicia Páez 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-Gálvez 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 Abarzúa Silva and Diego Cabezas Bravo 10: Transformative teaching practices in the English language classroom: A dialogic perspective towards teachers' narratives María Cristina Arancibia and Natalia Asenjo 11: Martha Epperson 12: ELT textbook adaptation as a tool for social justice in disadvantaged schools: Empowering marginalised students Víctor 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-Portiño 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