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Teaching English in Chile

A Study of Teacher Perceptions of their Professional Identity, Student Motivation and Pertinent Learning Contents

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Katharina Glas

This book examines the relationship between learner motivation and cultural contents for the teaching of English as a Foreign Language. It takes Chile as an example of the «Expanding Circle of English», where the 21 st century has brought new challenges to English teaching. After providing background information on the presence of English in Latin America and Chile, this qualitative study includes the analysis of curricular frameworks, textbooks and teacher interviews. Conclusions propose an explicit, yet critical inclusion of both motivational strategies and cultural themes into educational and curricular policies, learning materials, and teacher training.

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Acknowledgements … .......................................................................................... 7 1. Introduction ................... .................................................................................13 PART I: The Context ............... ..........................................................................17 2. The Presence of English in Latin America and Chile ........... .........................19 2.1 The Learning and Teaching of English as a Global Phenomenon ..….19 2.2 The Historical Relationship between Latin America and English- Speaking Countries ………………………………… ......…………..25 2.3 Review of Recent Research: World Englishes in Latin America ..…..30 2.4 Chilean Cultural Identity and the Presence of English in Chile ..……35 3. English in the Chilean Educational System …………………………… ...…45 3.1 The Structure the Chilean Educational System ………………………45 3.2 English in Chilean Schools ………………………………… . ……….50 3.3 Conclusion …………………………………………………… . ……..55 PART II: Learning Contents and Goals .................................................. ...........57 4. Approaches to the Teaching of Language and Culture ........................ ..........59 4.1 Where from? Pedagogical Implications for the Choice of Cultural Contents when Teaching English as a Global Language ……………59 4.2 What Kind of Culture? What for? How? Approaches towards Culture Learning ……………………………………… ...………….69 4.3 Conclusion ……………………………………………… ..………….80 10 5. Concepts of Culture and Language in the Chilean National Curricular Framework for Foreign Languages / English .................................................... 83 5.1 The Government’s Vision of Society in the Cross-Curricular Objectives (2009) ............................................................................... 84 5.2 The Government’s Vision of English in Chile in the Introductions to the Curricular Frameworks of 2005 and 2009 ............................... 86 5.3 General Learning Objectives and Minimum Contents for English ..... 90 5.4 The Intercultural Paradigm in Chile: Education for the Indigenous Population ........................................................................ 97 5.5 Conclusion ............................................................................................ 99 6. Cultural Content Analysis of Some of the Most Commonly Used Textbooks in English Teaching in Chile .......................................................... 103 6.1 The Leading Questions for the Analysis ............................................ 103 6.2 Going Global...

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