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Teaching & Learning English in Chile:
What Every Teacher Should Know
This book is dedicated to all the people who are or have ever been students of a foreign language, in any classroom, around the entire world. The learning of a foreign language is a long, slow, labor-intensive process, requiring enthusiasm, motivation, dedication and perseverance, over many years.
Beware of anyone who would have you believe that English, or any language for that matter, can be learned in 3 weeks, 3 months, or even 3 years. They are not to be trusted, for the learning of a foreign language is never complete. It takes a lifetime of learning…
I believe there are 4 things every teacher of English should know:
1. The Mother Tongue
2. Educational Leadership
3. The National English Test
I therefore set out in this book to bring these four topics together, in sequential fashion. The “Mother Tongue” responds to research that says teaching English, in English, is how we get our best results. “Educational Leadership” fills a gap by raising our awareness of our individual leadership capacity, while the “National English Test” is how we are currently defining the quality of our teaching on a collective, national level. Finally, “Connectivism”, as a theory of learning for a digital age, gives a view of what the future holds up as a promising way forward in ELT pedagogy.
I am sure you will be enriched by the reading of this book. Forgive me if I am mistaken. Still, I entertain the sincere hope that you enjoy the journey of discovery that lies before you as you read this book…
To write and publish such a book as this one, there is an army of people who play a role. In self-publishing, however, there is an army of one.
I am that “army of one” in this instance. I felt a need to bring together four topics which are rarely spoken of in ELT in any consistent or exploratory manner, though by no means taboo topics: 1) The Mother Tongue, 2) Leadership, 3) The National English Test, and 4) Connectivism.
My hope, obviously, is that this book will make a contribution to fill the existing gap in reflection, dialogue, and ultimately, in our practice.
Self-publishing, as we can see by my example, is a valid way for teachers to ask questions, raise issues, explore profoundly, consistently, and durably, to inform the knowledge and practice of other teachers.
It is with this in mind that I encourage other like-minded teachers to self-publish, as I have done, and in anticipation of your future efforts, rejoice in your contribution to the development of our knowledge about what works best in English Language Teaching.