Critiquing the Teaching and Learning of English in Chile

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.

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: 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 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