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Diferentes perspectivas en la enseñanza del inglés como lengua extranjera: Tensiones curriculares entre lenguaje y cultura





Daniela S. Appelgren Muñoz

Pontificia Universidad Católica de Chile.





Teaching English as foreign language has evolved from a linguistic-instrumental approach, representative of the last century but still highly rooted today, towards an approach based on the linguistic and cultural characteristics of the language considering the demands of post-modern societies which appreciate the diversity of culture through language. This article attempts to describe what is learnt and what for when it comes to these two perspectives which represent the current curricular tensions in teaching English as a foreign language. In addition, the paper presents a complementary critical position enhancing the intercultural communicative perspective to encourage learners to question and reflect upon their own culture and the others’ cultures through English as a foreign language.



Key words: Curriculum, English, teaching, learning, culture, interculturality



Pending curriculum: sexual diversity education in teaching training




Roxana Espinoza Yeomans

Universidad Central de Chile




This article shows part of the results from a mixed research that attempted to describe prospective and in-service teachers’ perception and attitudes towards LGBTI students and their inclusion in the classrooms. In order to achieve this, the author applied both a survey (as quantitative instrument) and a semi-structured interview (as qualitative counterpart) to 57 English pedagogy students and 4 professors from the same major belonging to Universidad Central de Chile. This paper, however, deals with some of the results from the qualitative focus exclusively, where future teachers and their tutor professors expressed the need of having accurate and formal education about human sexuality and LGBTI issues in general, with the aim of improving their future practices and relationship with their students, as well as their concerns regarding the lack of both academic and practical preparation that helps them face the increased levels of violence at schools, especially when directed to the LGBTI students. It is of great importance that these aspects of education are considered as part of the curriculum of teaching training for the benefit of future students and teachers themselves.

Key words: LGBTI, inclusion, sexual education, prospective teachers, in-service teachers 


¿Se puede enseñar ILE a un estudiante con problemas en su lengua materna? Estrategias de enseñanza de ILE a un estudiante con TEL





Felipe Guamparito Cortés

Rosa E. Pezoa Tudela

Universidad Católica del Norte 




The focus of the present article is to show the effect of the use of methodological strategies to teach English as a Foreign Language (EFL) to a child with a Specific Language Impairment (SLI). An initial diagnose was carried out with the support of a speech therapist in order to determine the characteristics of the participant's SLI. Additionally, another diagnose was carried out in order to determine the participant´s level of English. Later, a four-session intervention plan was designed considering the participant´s specific features. Finally, a post intervention test was conducted to gauge the effectiveness of such strategies in the participant´s oral comprehension and language production. The results obtained show improvement in the participant´s oral comprehension and language production.


Keywords: Specific Language Impairment (SLI), Special Education Needs (SEN), English as a Foreign Language (EFL), strategies, intervention.




Teacher talk and student talk, who is in charge?

A study on classroom discourse and pedagogical interactions





Constanza A. Villalobos Rodríguez 

School of Education. Saint Thomas

University, Temuco. Chile.



Rodrigo F. Arellano Arellano

Department of Languages, Literature and Communication.

La Frontera University, Temuco. Chile.




Classroom interactions play a key role in the learning and teaching process of a foreign language. On the past years, these interactions have been widely studied, but only few investigations have been developed in the EFL context. This research project focuses on the discursive patterns found in the English lessons of the 5th grade of a private school in Temuco, (Chile) with the general objective of describing the interaction patterns between the teacher and the students. The specific objectives are: a) to quantify the interactions started by the teacher and the students during the English lesson b) to identify the use of the classroom discourse by the teacher of English during her lessons and c) to establish the coherence between the statements of the teacher about her classroom discourse and the actual performance of her lesson. This study was based on a mixed approach and the design was explanatory and non-experimental. The participants of the study are a teacher of English and her students of 5th grade. The data was collected through a survey adapted from Petkova (2009) which was applied to the teacher of English and field notes collected during the lessons. The analysis of the results was carried out through Krussel, Edwards and Springer’s (2004) framework of teacher discourse moves as well as Richard and Lockheart’s (2000) classification of questions. The results show that the interactions in the lessons are dominated by the teacher and also that the questions the teacher asks do not lead to real communication or higher order thinking, although there is coherence between the declarations about her teaching and her classroom practices.



Key words:  Discourse analysis, classroom discourse, interaction patterns, question types, coherence 


Propuestas para el desarrollo de un modelo de enseñanza del chino mandarín a estudiantes nóveles de Latinoamérica 





Juan A. Iturriaga Brito

Liceo Bicentenario Enrique Ballacey Cottereau,

Angol, IX región Chile.




Learning and teaching Chinese implies several troubles for Spanish native speakers. Spanish speakers face phonetic and writing challenges. Concerning phonetics, the presence of inexistent sounds between both languages and a syllabic tone system are highlighted. Meanwhile, in the writing side the inexistence of a Chinese alphabet is highlighted. Instead of it, there is a system made of characters created by adding semantic and phonetic radicals. In the case of Latin-American learners, in addition to the before mentioned problems, there are other complications related to the practical side. Among them, there is a low development of research centers and the alienation caused by textbooks made for peninsular learners. Based on the implicit challenges of these problems, two main proposals are suggested: reinforcing the investigation made by teacher-researchers qualified in the both languages and take advantage of the local history of the Latin-Chinese people in order to increase the probability of creating meaningful learning by linking language and culture.



Keywords: Teaching, Chinese, cultural exchange, Latin American students, second language acquisition.