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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.
List of contents
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
About the author
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.
Summary
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.
