English Language Teaching in South America

Lía D. Kamhi-Stein is Professor in the MA in TESOL Program at California State University, Los Angeles, USA. She has published extensively on issues of non-native English-speaking professionals. She is the recipient of several teaching awards.Gabriel Díaz Maggioli is tenured Professor of TESOL Methods at the National Teacher Education College in Montevideo, Uruguay. He also acts as consultant in education-related projects for various organizations in the Americas, Europe, the Middle East and East Asia.Luciana C. de Oliveira is Chair and Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida, USA. She is the President-Elect (2017-2018) of TESOL International Association.

• ContributorsAcknowledgementsLía D. Kamhi-Stein, Gabriel Díaz-Maggioli and Luciana C. de Oliveira: IntroductionSection I. English Language Policy1. Cristina Banfi: English Language Teaching Expansion in South America: Challenges and Opportunities2. Gabriel Díaz-Maggioli: Ideologies and Discourses in the Standards for Language Teachers in South America: A Corpus-based Analysis3. Claudia A. Brovetto: Language Policy and Language Practice in Uruguay: A Case of Innovation in English Language Teaching in Primary Schools4. Adriana Maria Tenuta, Miriam Jorge and Ricardo Augusto de Souza: Language Teaching in the Brazilian Changing Scenario of Language Education PoliciesSection 2. English Language Teacher Preparation and Professional Development5. Natalie Kuhlman and Elisabeth Serrano: Teacher Educational Reform: The Case in Ecuador6. Mary Jane Abrahams and Pablo Silva Ríos: What Happens with English in Chile? Challenges in Teacher Preparation7. Patricia Veciño: Integrating Technology In Argentine Classrooms: The Case of a Buenos Aires Teacher Education SchoolSection 3. School-based Research and Innovative Practices8. Rebecca Pozzi: Examining Teacher Perspectives on Language Policy in the City of Buenos Aires, Argentina9. Carmen T. Chacón: Film as a Consciousness-Raising Tool in ELT10. M. Inés Valsecchi, M. Celina Barbeito and M. Matilde Olivero: Students’ Beliefs about Learning English as a Foreign Language at Secondary Schools in Argentina  11. Danielle Almeida and Velúcia Guimarães de Souza: Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil12. Mónica Rodríguez-Bonces: Seeking Information to Promote Effective Curriculum Renewal in a Colombian SchoolEpilogueTopic IndexAuthor Index

Covering several countries in South America, this collaborative book raises important pedagogical issues, discusses teacher preparation, and clarifies educational policies within this very rich but often forgotten region of the world. An enlightening read for those interested in education, culture, language policy, TESOL, sociolinguistics, and so many related fields.