Critiquing the Teaching and Learning of English in 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 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

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• Propósito moral e social da educação
• Escolas secundárias
• Linguistica aplicada ao Ensino da língua inglesa
• Ensino de um assunto específico
• Sociolinguística
• História das Américas
• Teino dos professores
• Bilinguismo e multilinguismo
• A educação multicultural
• Colonialismo, imperialismo e

Language teaching;language learning;Chile;English Language Teaching;English in Chile;transformative practice;pedagogies for change;social justice;Municipal English-Bilingual Programme;TESOL;EFL Teachers;Disadvantaged Schools;Chilean ELT classroom;the feminisation of teaching;inequalities;Community-Engaged Teaching;Chilean Pre-Service Teachers