CHILE LANGUAGE POLICIESAND LANGUAGE POLICIES DEVELOPMENT

CHILE POLICIES AND LANGUAGE POLICIES DEVELOPMENT

1. CHILECHILE
Karen López
Leidy Cano
Ximena Natalia Martinez

2. INTRODUCTION TO THE ENGLISHINTRODUCTION TO THE ENGLISH
OPENS DOORS PROGRAM (PIAP)OPENS DOORS PROGRAM (PIAP)
Historical Context
In 2003, President Ricardo Lagos implemented the
English Opens Doors Program (PIAP).
In 2006, President Michelle Bachelet presented 36
priority measures, including two focused on
strengthening English language skills.

3. Commitment to English Education
In 2009, Sebastián Piñera pledged to promote
English teaching during his presidential campaign.
The importance of English has been a recurring theme in
all government programs over the last 20 years, viewed as
a key skill for personal and national development.
POLICIES OF PRESIDENTPOLICIES OF PRESIDENT
SEBASTIÁN PIÑERASEBASTIÁN PIÑERA

4. The Ministry of Economy implemented an immersion program in
English-speaking countries for high school students.
DEVELOPMENT OF PIAP IN THEDEVELOPMENT OF PIAP IN THE
MINISTRY OF EDUCATIONMINISTRY OF EDUCATION
The PIAP was established within the Ministry of Education,
while other agencies also promoted English language
learning.
The Production Development Corporation created a registry of
English-proficient individuals to attract foreign investments.
Universities embraced the challenge, launching English teaching
programs with support from the Ministry of Education.

5. .
The transformation of English as a growing trend became evident.
From 1948 to 2000, only one pedagogical training program in English was
opened each year.
However, in 2004, just one year after the launch of the PIAP (Program for
the Improvement of English Teaching), 44 new English teaching programs
were established.
ENGLISH TRANSFORMATION AS AENGLISH TRANSFORMATION AS A
TRENDTREND

6. CONTROVERSIES AROUND OTHERCONTROVERSIES AROUND OTHER
FOREIGN LANGUAGESFOREIGN LANGUAGES
In Chile, there was little controversy regarding native
languages, as a 1993 law was passed to promote and protect
them.
However, supporters of other foreign languages saw the
English Opens Doors programdifferently.
For example, academics from French departments opposed
the initiative because it only included English, excluding other
languages.

7. A notable group of French teachers visited the Ministry of Education weekly to express
their dissatisfaction.
They feared the loss of opportunities for professional development, believing that
interest in learning French would decline.
The French department of the leading teacher training university protested in various
ways.
REACTIONS FROMREACTIONS FROM
FRENCH LANGUAGEFRENCH LANGUAGE
ADVOCATESADVOCATES

8. It was argued that "the linguistic offer was
focused and limited to English."
The MINEDUC Plan (English Opens Doors)
promoted monolingualism and emphasized the
practical utility of English.
English was presented as a prestigious
language, associated with the elite and social
mobility.
This vision was criticized as restrictive, based
on proximity to the United States and the
global status of English as an international
language.
CRITICAL PERSPECTIVE ON FRENCH INCRITICAL PERSPECTIVE ON FRENCH IN
MINEDUC POLICIESMINEDUC POLICIES

9. SEVENSEVEN
CONCEPTS FORCONCEPTS FOR
LANGUAGELANGUAGE
POLICYPOLICY
PLANNINGPLANNING

10. Pedagogical Thinking and Teacher Practice (PPPL)
Teachers are fundamental to the educational process, applying theories that guide their
practice.
Constructivism: Promotes active learning, where students construct their knowledge based on
prior experiences.
Competency-Based Approach: Focuses on developing practical skills and relevant competencies,
preparing students for real-life situations.
Challenges and Opportunities:
The need for continuous training and updating of methodologies.
Integration of technology and inclusive approaches to address student diversity.
II.1-Teachers and Underlying
Theories of Teaching

11. Ensuring the Quality of
Teaching
Harmonize the Levels of
Competence
Adapting Teaching to Global
Demands
II.2-The need to propose
standards for language teachers.

12. Foreign Language: A language that is not the
official language of the country and is taught as
a field of study (e.g., English, French).
Second Language: A language learned in a
context where it is not the mother tongue, but is
used significantly in daily life (e.g., English in a
Chilean setting).
Associated Language: A language integrated into
specific communication contexts, such as in
business or culture, where it relates directly to
other languages (e.g., English in international
business).
II.3-Focus of the PPPL: Foreign
language, Second Language, or
Assosiated Language?.
Focus of the PPPL:
The policy primarily centers on
English as a foreign language,
aiming to foster communicative
competencies among students.
It promotes learning English not
just as an academic goal, but also
as a tool for personal and
professional development.
Implications:
The need for adequate teacher
training to implement the policies.
Importance of immersion contexts
and real-life practices for effective
language learning.

13. Connection with a Global
Society
Strengthening Indigenous
Languages
Promoting Tolerance and
Respect
II.4-The need to propose
standards for language
teachers.
indigenous languages- Mapudungun,

14. English is the only important
foreign language to learn."
Only people with natural talent
can learn a second language.
The teaching of a foreign
language threatens the mother
tongue or indigenous languages.
II.5-Myths and realities

15. II.6- COMMON REFERENCE LEVELS ANDII.6- COMMON REFERENCE LEVELS AND
LANGUAGE ASSESSMENT IN CHILELANGUAGE ASSESSMENT IN CHILE
Aligned with the CEFR (Common European Framework of Reference for Languages).
CEFR Levels:
A1 - Basic expressions for immediate needs.
A2 -Frequent expressions for personal and familiar
topics.
B1 - Main ideas of clear, familiar topics.
B2 - Complex texts and fluency in familiar
situations.
C1 - Fluent and spontaneous expression in
complex situations.
C2 - Understands everything and expresses ideas
effortlessly.

16. II.6- COMMON REFERENCE LEVELS ANDII.6- COMMON REFERENCE LEVELS AND
LANGUAGE ASSESSMENT IN CHILELANGUAGE ASSESSMENT IN CHILE
National English Assessments:
SIMCE English Test: Measures 3rd-year high
school students’ reading and listening skills,
aligned with CEFR.
Ministry Programs: Aim for students to reach
A2 or B1 by the end of secondary education.

17. II.7- SOCIOECONOMICAL IMPACTII.7- SOCIOECONOMICAL IMPACT
IN LANGUAGE LEARNINGIN LANGUAGE LEARNING
Government Programs:
Initiatives like Inglés Abre Puertas aim to reduce these disparities by
improving English teaching in public schools, but challenges remain in
equitable implementation.
Access to Resources:
Students from higher-income families have greater access to private schools,
tutors, and language programs and those in rural areas, face limited access to
quality language education.
Teacher Availability and Training:
Wealthier schools often have better-trained English teachers, while low-
income areas face a shortage of qualified language instructors.

18. II.7- SOCIOECONOMICAL IMPACTII.7- SOCIOECONOMICAL IMPACT
IN LANGUAGE LEARNINGIN LANGUAGE LEARNING
Technological Divide:
Schools in urban, wealthier areas have better access to technology
(e.g., computers, language apps) to enhance language learning.
Rural and low-income students often lack reliable internet access,
reducing opportunities for digital learning.
Performance Gaps:
SIMCE English results show a consistent gap in language proficiency
between students from high and low socioeconomic backgrounds.
High-income students more likely to reach B1 or higher in English by
the end of secondary school, while lower-income students often stay
at A1-A2.

19. THANK YOU!THANK YOU!