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Critiquing the Teaching and Learning of English in Chile

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applied linguistics
automatic-update
B01=Leonardo Veliz
B01=Malba Barahona
B01=Stephen Darwin
Category1=Non-Fiction
Category=CFB
Category=CFDM
Category=CJA
Category=DS
Category=EBAL
Category=HBJK
Category=JNAM
Category=JNF
Category=JNFR
Category=JNLC
Category=JNMT
Category=JNU
Category=YPC
Chile
Chilean ELT classroom
Chilean Pre-Service Teachers
Community-Engaged Teaching
COP=United Kingdom
critical perspectives on ELT in Chile
culturally responsive instruction
Delivery_Pre-order
Disadvantaged Schools
EFL Teachers
English in Chile
English Language Teaching
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
inequalities
language learning
language policy analysis
Language teaching
Language_English
Municipal English-Bilingual Programme
neoliberalism in education
PA=Not yet available
pedagogies for change
Price_€100 and above
PS=Forthcoming
social justice
social justice pedagogy
softlaunch
teacher professional development
TESOL
the feminisation of teaching
transformative practice

Product details

  • ISBN 9781032750453
  • Weight: 630g
  • Dimensions: 156 x 234mm
  • Publication Date: 25 Nov 2024
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
  • Language: English
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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.
About

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.