Uncovering the unequal access to English language learning in the high schools of the Province of Copiapó
DOI:
https://doi.org/10.21142/DES-1303-2021-0031Keywords:
English language teaching, Chile, Bilingüe, SIMCE, inequality, assessmentAbstract
In 2004, ‘Chile bilingüe’ marked the launch of a system for teaching English in Chile. The goal of this language policy is to provide students with an intermediate profi ciency level upon graduation. Proficiency is measured by the ‘SIMCE de inglés’ national test, with the results indica ting a gap between private and public sector institutions. It is in this context that this article addresses this gap, fo cusing on the issue as revealed by the ‘SIMCE’ results in the province of Copiapó, as well as offering suggestions on how the gap could be narrowed. The methodology emplo yed to conduct this research is a multi-method approach, involving surveys and archival studies. The results indica te a correlation between student numbers, resources and teaching hours, and proficiency results among students. In addition, teachers provide suggestions on how to address the problem. The aim of this study is to suggest ways of making English teaching more equitable, as well as encou raging further research on the topic.
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