Browsing by Author "Veliz, L."

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    Afterword charting the path forward: Teacher education, practice, and pedagogy
    (Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.
    As we conclude this volume, it is useful to critically reflect on the analytical journey we have undertaken throughout these 14 chapters. This book sought not only to provide a critical examination of the contemporary state of English language teaching (ELT) and teacher education in Chile but also to engage in a deeper and more meaningful dialogue about the possibilities for transformative practice in this vital and largely unexplored educational space in the country.
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    Critiquing the teaching and learning of English in Chile: Challenges and opportunities for transformative practice
    (Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.
    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.
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    Navigating the challenges and opportunities for equipping pre-service English language teachers for diverse classrooms
    (Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.
    This chapter reports on research designed to analyse the views and attitudes of a group of 12 Chilean pre-service teachers (PSTs) of English towards inclusive pedagogies, and to critically examine their perceived levels of professional responsibility for diversity as experienced during teaching placements. Using a qualitative methodology, data were collected through semi-structured interviews with PSTs from four Chilean universities. The interviews were structured around three main dimensions: (i) the role of English language teacher education programmes in preparing teachers for diverse contexts, (ii) the candidates’ pedagogical readiness and pedagogical responsibility for diversity, and (iii) the challenges and opportunities encountered during school placements. Analysis of the interview data revealed that while PSTs showed a great sense of pedagogical responsibility and recognition of the value of initial teacher education programmes in providing grounding for diverse contexts, they expressed a sense of limited pedagogical preparedness to meet the needs of increasingly culturally and linguistically diverse language learning classrooms. Further, the findings suggested that attempts to enact inclusive pedagogies during placements are constrained by the persistent drives of neoliberal ideologies for accountability, standardisation, and a continuing narrowing of curriculum focus.