Critiquing the teaching and learning of English in Chile: Challenges and opportunities for transformative practice

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dc.catalogadoraba
dc.contributor.authorVeliz, L.
dc.contributor.authorBarahona, Malba
dc.contributor.authorDarwin, S.
dc.date.accessioned2025-04-01T16:14:18Z
dc.date.available2025-04-01T16:14:18Z
dc.date.issued2024
dc.description.abstractThis 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.
dc.format.extent252 páginas
dc.fuente.origenORCID
dc.identifier.doi10.4324/9781003482550
dc.identifier.eisbn9781003482550
dc.identifier.isbn9781032773377
dc.identifier.scopusid2-s2.0-85208529280
dc.identifier.urihttps://doi.org/10.4324/9781003482550
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103101
dc.information.autorucFacultad de Educación; Barahona, Malba; 0000-0003-4587-5794; 1139416
dc.language.isoen
dc.lugar.publicacionLondon, England
dc.nota.accesocontenido parcial
dc.pagina.final229
dc.pagina.inicio1
dc.publisherTaylor and Francis
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.ods11 Sustainable cities and communities
dc.subject.odspa04 Educación de calidad
dc.subject.odspa11 Ciudades y comunidades sostenibles
dc.titleCritiquing the teaching and learning of English in Chile: Challenges and opportunities for transformative practice
dc.typelibro
sipa.codpersvinculados1139416
sipa.trazabilidadORCID;2025-03-03
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