Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?

English as a Foreign Language in Chile has become increasingly relevant since 1998, when the country began a period of rapid economic growth. In turn, this growth meant that forming international relationships became a crucial part of the national strategy. Since then, successive governments has inv...

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Detalles Bibliográficos
Autor: Carbone Bruna, Soffia Antonella
Tipo de recurso: tesis de maestría
Estado:Versión publicada
Fecha de publicación:2015
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/237744
Acceso en línea:https://hdl.handle.net/10533/237744
Access Level:acceso abierto
Palabra clave:Humanidades
Otras Humanidades
Otras Especialidades del Lenguage y la Literatura
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dc.title.es_CL.fl_str_mv Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
title Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
spellingShingle Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
Carbone Bruna, Soffia Antonella
Humanidades
Otras Humanidades
Otras Especialidades del Lenguage y la Literatura
title_short Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
title_full Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
title_fullStr Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
title_full_unstemmed Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
title_sort Are Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?
dc.creator.none.fl_str_mv Carbone Bruna, Soffia Antonella
author Carbone Bruna, Soffia Antonella
author_facet Carbone Bruna, Soffia Antonella
author_role author
dc.contributor.advisor.none.fl_str_mv Marshall, Bethan
dc.contributor.institution.es_CL.fl_str_mv KINGS COLLEGE LONDON, UNIVERSITY OF LONDON AND KINGS HEALTH PARTNERS INTEGRATED CANCER CENTRE
dc.subject.oecd1n.es_CL.fl_str_mv Humanidades
topic Humanidades
Otras Humanidades
Otras Especialidades del Lenguage y la Literatura
dc.subject.oecd2n.es_CL.fl_str_mv Otras Humanidades
dc.subject.oecd3n.es_CL.fl_str_mv Otras Especialidades del Lenguage y la Literatura
description English as a Foreign Language in Chile has become increasingly relevant since 1998, when the country began a period of rapid economic growth. In turn, this growth meant that forming international relationships became a crucial part of the national strategy. Since then, successive governments has invested in policies and reforms aimed at transforming Chile into a bilingual country. This has been an extremely difficult process, with the issue of inequality representing one of the greatest barriers regarding the education of Chileans. It is well documented that Chile has one of the most unequal education systems in the world; largely the consequence of neoliberal policies in force since the dictatorship. This situation is also affecting the teaching and learning of English. The level of English proficiency of Chileans depends mainly on their social standing, as well as the type of school they attend. This study aims to discover whether teachers are taking measures to tackle this prevailing inequality. Personal growth is a multi-faceted concept based on several premises. The majority of these relate to the abilities and tools bestowed on an individual, which they can subsequently use to change their lives. Therefore, this thesis focuses on gauging whether teachers are encouraging personal growth in English language teaching in order to tackle inequality. To investigate this phenomenon, qualitative semistructured email interviews were conducted with six Chilean EFL teachers, to discover their perceptions and practices of personal growth, inequality and EFL inequality. Results indicate that all teachers try to include and encourage personal growth. Nevertheless, their efforts are manifested through different approaches, perceptions and practices, and not all of them adopt this strategy in order to tackle inequality. Therefore, it is impossible to confirm whether the encouragement of personal growth offers an effective way of tackling inequality. Nevertheless, this study offers initial insights into certain perceptions and practices of Chilean EFL teachers concerning personal growth, inequality and EFL inequality which can be used to influence future research in Chile.
publishDate 2015
dc.date.issued.es_CL.fl_str_mv 2015
dc.date.accessioned.none.fl_str_mv 2020-01-29T18:05:34Z
2022-08-23T12:51:56Z
dc.date.available.none.fl_str_mv 2020-01-29T18:05:34Z
2022-08-23T12:51:56Z
dc.type.none.fl_str_mv Tesis Magíster
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dc.type.tesis.none.fl_str_mv Tesis
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10533/237744
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spelling KINGS COLLEGE LONDON, UNIVERSITY OF LONDON AND KINGS HEALTH PARTNERS INTEGRATED CANCER CENTRECarbone Bruna, Soffia Antonella2015https://hdl.handle.net/10533/237744http://purl.org/coar/access_right/c_abf2Otras Especialidades del Lenguage y la LiteraturaOtras HumanidadesHumanidadesAre Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?Marshall, BethanKINGS COLLEGE LONDON, UNIVERSITY OF LONDON AND KINGS HEALTH PARTNERS INTEGRATED CANCER CENTREInglaterraCarbone Bruna, Soffia Antonella2020-01-29T18:05:34Z2022-08-23T12:51:56Z2020-01-29T18:05:34Z2022-08-23T12:51:56Z2015English as a Foreign Language in Chile has become increasingly relevant since 1998, when the country began a period of rapid economic growth. In turn, this growth meant that forming international relationships became a crucial part of the national strategy. Since then, successive governments has invested in policies and reforms aimed at transforming Chile into a bilingual country. This has been an extremely difficult process, with the issue of inequality representing one of the greatest barriers regarding the education of Chileans. It is well documented that Chile has one of the most unequal education systems in the world; largely the consequence of neoliberal policies in force since the dictatorship. This situation is also affecting the teaching and learning of English. The level of English proficiency of Chileans depends mainly on their social standing, as well as the type of school they attend. This study aims to discover whether teachers are taking measures to tackle this prevailing inequality. Personal growth is a multi-faceted concept based on several premises. The majority of these relate to the abilities and tools bestowed on an individual, which they can subsequently use to change their lives. Therefore, this thesis focuses on gauging whether teachers are encouraging personal growth in English language teaching in order to tackle inequality. To investigate this phenomenon, qualitative semistructured email interviews were conducted with six Chilean EFL teachers, to discover their perceptions and practices of personal growth, inequality and EFL inequality. Results indicate that all teachers try to include and encourage personal growth. Nevertheless, their efforts are manifested through different approaches, perceptions and practices, and not all of them adopt this strategy in order to tackle inequality. Therefore, it is impossible to confirm whether the encouragement of personal growth offers an effective way of tackling inequality. Nevertheless, this study offers initial insights into certain perceptions and practices of Chilean EFL teachers concerning personal growth, inequality and EFL inequality which can be used to influence future research in Chile.El inglés como lengua extranjera en Chile se ha vuelto cada vez más relevante desde 1998, cuando el país comenzó un período de rápido crecimiento económico. A su vez, este crecimiento significó que la formación de relaciones internacionales se convirtió en una parte crucial de la estrategia nacional. Desde entonces, los sucesivos gobiernos han invertido en políticas y reformas destinadas a transformar a Chile en un país bilingüe. Este ha sido un proceso extremadamente difícil, con el tema de la desigualdad representando una de las mayores barreras con respecto a la educación de los chilenos. Está bien documentado que Chile tiene uno de los sistemas educativos más desiguales del mundo; en gran parte consecuencia de las políticas neoliberales vigentes desde la dictadura. Esta situación también está afectando la enseñanza y el aprendizaje del inglés. El nivel de dominio del inglés de los chilenos depende principalmente de su posición social, así como del tipo de escuela a la que asisten. Este estudio tiene como objetivo descubrir si los maestros están tomando medidas para abordar esta desigualdad prevaleciente. El crecimiento personal es un concepto multifacético basado en varias premisas. La mayoría de estos se relacionan con las habilidades y herramientas otorgadas a un individuo, que posteriormente pueden usar para cambiar sus vidas. Por lo tanto, esta tesis se enfoca en evaluar si los maestros están alentando el crecimiento personal en la enseñanza del idioma inglés para abordar la desigualdad. Para investigar este fenómeno, se realizaron entrevistas cualitativas semiestructuradas por correo electrónico con seis maestros chilenos EFL, para descubrir sus percepciones y prácticas de crecimiento personal, desigualdad y desigualdad EFL. Los resultados indican que todos los maestros intentan incluir y fomentar el crecimiento personal. Sin embargo, sus esfuerzos se manifiestan a través de diferentes enfoques, percepciones y prácticas, y no todos adoptan esta estrategia para abordar la desigualdad. Por lo tanto, es imposible confirmar si el fomento del crecimiento personal ofrece una forma efectiva de abordar la desigualdad. Sin embargo, este estudio ofrece información inicial sobre ciertas percepciones y prácticas de los maestros chilenos de inglés como lengua extranjera con respecto al crecimiento personal, la desigualdad y la desigualdad de inglés como lengua extranjera que pueden usarse para influir en futuras investigaciones en Chile.PFCHA-BecasPFCHA-BecasPFCHA-BecasPFCHA-Becas73150100https://hdl.handle.net/10533/237744instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//73150100info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488info:eu-repo/semantics/openAccessCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/HumanidadesOtras HumanidadesOtras Especialidades del Lenguage y la LiteraturaAre Chilean School Teachers of English as a Foreign Language encouraging the personal growth of students in order to tackle inequality?Tesis Magísterinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/237744PFCHA-Becas94821c0f-51a3-4b0e-ac70-2307b0682368virtual::60828-194821c0f-51a3-4b0e-ac70-2307b0682368virtual::60828-1ORIGINALSoffia Carbone MA English in Education Dissertation-A4 (1).pdfapplication/pdf728300https://repositorio.anid.cl/bitstreams/df7121e9-5629-45f5-9163-ce22e8703e30/download1c4db56aa012a0e4d69c26031fbc8679MD51CC-LICENSElicense_rdfapplication/octet-stream1089https://repositorio.anid.cl/bitstreams/8b5e9dda-54fe-4a94-822f-0a44e1478675/download0a703d871bf062c5fdc7850b1496693bMD52LICENSElicense.txttext/plain1779https://repositorio.anid.cl/bitstreams/1e6d119e-97dd-4141-93e2-bd241bc867b9/download593a6e7305c66c56041a9f9e15a649c1MD53TEXTSoffia Carbone MA English in Education Dissertation-A4 (1).pdf.txtExtracted texttext/plain212895https://repositorio.anid.cl/bitstreams/0572adce-41a6-4ca6-b69b-1c684f163bac/download85c40128efa0a8921d4eae1cd36b3cd7MD54THUMBNAILSoffia Carbone MA English in Education Dissertation-A4 (1).pdf.jpgIM Thumbnailimage/jpeg3268https://repositorio.anid.cl/bitstreams/6a82fc04-17c3-4a5f-bc73-c00a2a4a3f73/download0e43b827ac047a82c52c34e39246d720MD5510533/237744oai:repositorio.anid.cl:10533/2377442023-07-24 09:43:51.721http://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttps://repositorio.anid.clRepositorio ANIDaletelier@anid.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