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Teaching English in Chile

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


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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PART II: Learning Contents and Goals


One of the aims of this investigation is to obtain greater clarity about which of the various options for culture teaching in EFL are currently practiced or consid- ered relevant or necessary in Chilean EFL classrooms. In this part, which com- prises Chapters 4, 5 and 6, I will focus on the learning contents and goals, espe- cially in terms of culture learning, that are currently discussed, prescribed, and presented, for English learning and teaching, both world-wide and in Chile. In Chapter 4, to begin with, a more general overview of various approaches to the teaching of culture in the English classroom will be given. It is intended to be a theoretical and analytical framework, not only for chapters 5 and 6, but also for Chapters 9.3 and 10.4, in which the interviewed teachers’ views on these issues will be analysed. In Chapter 5, the national curricular frameworks (marcos cur- riculares) that regulate English as a school subject in all Chilean state- subsidised schools will be examined. As there has been an important reformula- tion of these frameworks since this research project started, I will be able to show in what aspects the cultural learning goals have evolved in recent years. Chapter 6, finally, presents an analysis of some of the textbooks that the Minis- try of Education has distributed to public and state-subsidised private schools, in order to establish how the cultural learning goals are expressed in the materials that most Chilean English teachers are recommended to use for...

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