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Teaching English in Chile

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

Series:

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 III: The Teachers’ Views

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After describing the context for English Teaching and Learning in Chile, in Part I, and analysing curricular standards and textbooks in terms of their stances to- wards cultural contents in Part II, Part III is dedicated to the empirical part of this research: the analysis of the interviews carried out with nineteen English teachers who currently work in various types of secondary schools in Chile. This part is divided into four chapters. Chapter 7 provides the theoretical framework of the research, by referring to the reasons why a qualitative study on the teach- ers’ perceptions was preferred to other research approaches; by reviewing con- cepts and other, similar studies on teacher cognition and identity, and on learner motivation; and, finally, by explaining the most important aspects of the analyti- cal approach applied to the teacher interviews. Chapter 8 is more technically oriented and explains in detail the procedure of the research process in itself: the way in which the teachers were chosen and contacted in order to participate in the research; the design of the interview questions and the questionnaires; and the transcription and analysis of the interview data. Chapter 9 presents and summarises the most important general findings of the interviews and question- naires on a general basis. It is subdivided into three longer sections, following the key aspects of the interviews: teaching context and general challenges; per- ceived student motivation; beliefs and experiences around the teaching of cul- ture-and-language. Finally, chapter 10 aims at presenting a deeper analysis...

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