Ideologies Regarding the Implementation of Foreign Language Policy in Chile: A Case Study
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Date
11/11/2010Item status
Restricted AccessAuthor
Munoz, Valeria
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Abstract
The Ministry of Education of Chile declared in 2003 the importance and the
necessity of incorporating foreign language teaching to the public education after the
educative reforms done in the 90s. The official Language Policy was conducted as the result
of the globalization and the future requirements that students will face after graduating from
high school. This study explores the Policy declared by the Chilean government regarding
the incorporation of English language to primary school up to secondary education, by
analyzing the last year of secondary school. The study also explores how it has been
implemented and the ideologies of the stakeholders. The aims of this study are (1) to explore
the design, implementation and execution of the policy as an official clause to Chilean law,
which establishes the reasons, aims and the procedure to bring a foreign language to every
school and classroom in Chile. (2) How stakeholders value learning a foreign language
considering that the acquisition of a foreign language is a major requirement of the global
world. For this study 57 students from fourth year of high school were surveyed,
interviewed and observed, as well as two English teachers. Students were asked to value
classroom practice, the importance of learning a foreign language and the accomplishment of
the standards designed by the Ministry of Education and teachers on their knowledge
regarding the policy and what they think of it. The survey conducted to students provided
quantitative data, whereas interviews and class observation gave qualitative information.
The study gives insights into the successes of the language policy implementation as well as
challenges and areas of improvement.
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