This article is a reflection on the challenges of initial teacher training and the process of teaching English in the first year of basic education. In order to understand the context of inequality in which learning takes place in Chile, the comparative method was used to analyse the Ministry of Education's curriculum proposal for this level with that of a public school. Based on the categories identified, a questionnaire was developed and answered by 10 English teachers in order to triangulate the data. The main findings of this study address the urgency of improving teacher training programmes and the need to improve certain aspects of the curriculum in order to reduce the inequality gaps present in the curricular proposals from the initial stage.
Keywords:
English, Pre-service training, Proposed course syllabus, First grade, Inequality
Toledo Sandoval, F., & González Hermosilla, A. (2016). English language learning and inequality: pre-service teacher education and first grade syllabus. Revista Némesis, (13), 6–22. Retrieved from https://revistanemesis.uchile.cl/index.php/RN/article/view/66197
