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ERIC Number: EJ1017139
Record Type: Journal
Publication Date: 2013-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1175-8708
New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context
Glas, Katharina; Cardenas-Claros, Monica S.
English Teaching: Practice and Critique, v12 n3 p23-40 Dec 2013
Chilean youth are currently demanding access to better-quality education for all: greater democracy and curricula that respect the country's indigenous cultural roots form part of their petitions. This article puts forward a twofold pedagogical proposal for English Language Teaching intended to foster intrinsic motivation and democratic empowerment through a combination of meaningful cultural content taken from the New English cultures and autonomous learning, including technology-supported student participation and self-reflection. Rather than alienating learners by presenting "traditional" English-speaking cultural content, emphasis is placed on cultural expressions originating from indigenous and postcolonial contexts, many of which parallel the Latin American experience. A case study based on a first-year course of an Initial English Teacher Education program at a Chilean university shows that learners participate actively, make immediate connections to their own country's reality and arrive at powerful conclusions for their own future as teachers.
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A