Send article

Second Languages in the Chilean National Curriculum: Historical and Epistemological Tensions

Authors

Vol. 18 (2021): II Congreso Latinoamericano de Grupos de Investigación en Curriculum 2020
https://doi.org/10.5354/2735-7279.2021.65052

Abstract

The national curriculum is constituted as a place where the cultural information that is considered important or essential to be transmitted to the inhabitants of a country is selected. This selection generates tensions that are reflected in the curriculum, in its contents and -particularly- in the languages taught. This paper addresses some epistemological and historical tensions regarding the teaching of second languages in the Chilean educational system and how the presence or absence of them in the National Curriculum accounts for the decisions made regarding which languages to emphasize and which to discard in its transmissible cultural selection. The promotion of Anglo-American monocultural bilingualism is noted, as well as differences in the epistemological foundations of the curricular bases and the subjects taught, finding tensions between the instrumental and global, the holistic and local, the obligatory and the optional.

Keywords:

national curriculum, second languages, ancestral languages, english as a foreign language, bilingualism

Downloads

Altmetrics
How to Cite
Lohaus-Reyes, M. F. (2021). Second Languages in the Chilean National Curriculum: Historical and Epistemological Tensions. Revista Enfoques Educacionales, 18, pp. 166–179. https://doi.org/10.5354/2735-7279.2021.65052
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver
Endnote/Zotero/Mendeley (RIS) BibTeX
 
Revista Enfoques Educacionales
Facultad de Ciencias Sociales
Universidad de Chile
DATOS DE INVESTIGACIÓN
Dirección de Servicios de Información y Bibliotecas (SISIB)