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020 |a9781003482550|qelectronic book
020 |a1003482554|qelectronic book
020 |a9781040261088|qelectronic book
020 |a1040261086|qelectronic book
020 |a9781040261132|q(electronic bk. : EPUB)
020 |a1040261132|q(electronic bk. : EPUB)
020 |z9781032750453|qhardcover
020 |z9781032773377|qpaperback
024 7 |a10.4324/9781003482550|2doi
035 |a(OCoLC)1464028615
035 |a(OCoLC-P)1464028615
040 |aOCoLC-P|beng|erda|cOCoLC-P
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 04|aPE1068.C48|bC75 2025
082 00|a428.0071/083|223/eng/20241028
245 00|aCritiquing the teaching and learning of English in Chile :|bchallenges and opportunities for transformative practice /|cedited by Leonardo Veliz, Malba Barahona and Stephen Darwin.
264 1|aAbingdon, Oxon ;|aNew York, NY :|bRoutledge,|c2025.
264 4|c©2025
300 |a1 online resource (xxi, 229 pages) :|billustrations.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
490 1 |aGlobal South perspectives on TESOL
520 |a"This edited volume critiques the hegemonic values and practices that have shaped the contemporary condition of English language education in Chile, offering a space for a transformative vision that prioritises pedagogical practices grounded in (g)localised methodologies and epistemologies. Providing insights into English language teacher education and the pedagogical practices that teachers enact in diverse contexts, chapters cover strategic and situated issues along with opportunities for alternative policies and pedagogical strategies, offering a critical exploration of learning materials. Motivated by the drive for transformative, context-sensitive and culturally relevant practice, contributors critically engage with the socio-cultural and socio-political context of Chilean English language researchers, offering a systematic analysis of the profound effects of entrenched neoliberal ideologies in education, as well as how these act to influence and shape teaching practices, policies, and outcomes. In highlighting the inherent limitations and inequities perpetuated by neoliberal policies, contributors offer alternative perspectives and solutions designed to promote more equitable, inclusive, and socially just second language educational practices. Providing a comprehensive examination of the intricate relationship between Chile's political history, socio-economic evolution, and the rise of English language education, this book will be of interest to scholars, researchers, and postgraduate students in the fields of applied linguistics, teaching and learning English as a foreign/second language, and initial English language teacher education. Policy makers working in ELT in the Chilean context may also find the volume of use"--|cProvided by publisher.
588 |aOCLC-licensed vendor bibliographic record.
650 0|aEnglish language|xStudy and teaching|zChile.
650 0|aEnglish language|xStudy and teaching|xSpanish speakers.
700 1 |aVeliz, Leonardo,|d1981-|eeditor.
700 1 |aBarahona, Malba,|eeditor.|1https://id.oclc.org/worldcat/entity/E39PCjv4K6TBpjvMdjWP6PWMj3
700 1 |aDarwin, Stephen,|eeditor.
830 0|aGlobal south perspectives on TESOL.
856 40|3Taylor & Francis|uhttps://www.taylorfrancis.com/books/9781003482550
856 42|3OCLC metadata license agreement|uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
901 |aTaylor & Francis