Challenges and Accomplishments of ELT at Primary Level in Chile: Becoming a Bilingual Country This article examines the development and implementation of public policies in the English teaching in Chile at the primary level in recent decades. These policies, which have made English instruction compulsory for all Chilean students since 5th grade, have had to face a number of important challenges since the introduction. One of the key impediments has been the lack of qualified English teachers to teach in primary school. In addition, in an overloaded national curriculum, insufficient hours have been allocated for teaching English. Likewise, learning resources and support materials, especially designed for children, have been limited. Despite these difficulties, it can be argued that the broader offer of English, especially at the primary level, has had an important democratizing effect. Some studies have shown a positive impact by enabling children of lower socioeconomic levels to access a global language and a world of possibilities that was previously only available to students from private institutions. The analysis discussed in this paper suggests that public policies related to the English teaching at primary level have had some positive impact in establishing the educational foundations for broader access to advanced English learning for all students in Chile. However, it is also demonstrated that there is a need to increase resources and support for teachers and English instruction at the primary level to make implementation more effective.

The Special Issue on English Language Teaching in Public Primary Schools in Latin America. Introduction to the Special Issue on English Language Teaching in Public Primary Schools in Latin America. This article on teaching English in public primary schools in Latin America presents a brief outline of the six articles included in this issue and summarizes the main topics of discussion, the challenges and trends addressed by the authors, showing that there are multiple challenges to overcome in order to improve the English teaching in most Latin American countries. One of the main points of convergence of the articles is the problem of coverage in each territory. A second theme that most authors addressed are the aims or purposes of teaching English in public elementary schools. Some countries have emphasized in incorporating English into it as a mechanism to promote democracy, modernize their education systems and prepare their students to become more competitive in the global labor market. Other countries seek to promote intercultural literacy and development, emphasize the cultural components and education of responsible citizens. In the same way, who will participate in the selection of content ELT courses is another important topic. The discussion is about who should be in charge of selecting the content: academics from each country, English teachers or departmental staff or ministries of education, or external agents such as foreign embassies, councils or publishers, etc. The teaching methodology to be used in ELT is also discussed. The debate focuses on the use of a methodology that is already successful in other countries or in private bilingual schools, or to create a local model. The trends so far seem to point to those who propose to import or adapt models of foreign or private schools. Given the insufficient number of specialized English teachers available in each country, another subject has been who will teach the courses: regular teachers or anyone who can speak English.

la langue, le langage et parole Qu'est-ce que langue, langage et parole. Quelle sorte de relations peux-tu trouver entre eux. Langue: C’est notre prope système de signes vocaux, graphiques ou gestuels lequel on utilise pour nous communiquer dans notre communauté. Selon le context où on naît, on peut apprendre un ou plusieurs langues. Langage: C’est la faculté universel des humains d’apprendre et d’utiliser notre langue ou n’importe quelle langue qu’on soit en train d’apprendre. Parole: C’est l’action communicative entre au moins deux individus: le locuteur et le destinataire, où il a lieu des trasmissiones de messages. Premierement, c’est la parole qui dans le long term, est responsable des changements qui surviennent dans la langue. D’un autre côté, la langue et la parole compose le langage car, ce que nous apprenos du langage, c’est d’utiliser la parole et la langue.

Les différences entre linguistique appliquée et didactique des langues 1. Quelles sont les différences entre linguistique appliquée et didactique des langues? • La linguistique appliquée aborde profondément les sujets plus techniques de l’apprentissage d’une seconde langue tandis que la didactique des langues aborde cette apprentisagge d’une perspective plus sociale. • La linguistique appliqué fait l’usage des methodes linguistiques pour atteindre ses buts et la didactique des langues fait l’usage d’autres disciplines comme la psychologie, la philosophie, la sociologie et la linguistique appliquée. • La linguistique appliqué dans le processus de l’enseignement-apprentisage est un domaine restreint car, elle soulement se concentre sur les discours qui circule dans la classe tandis que la didactique des langues est vaste car, elle s’interesse aux facteurs qui permettent le bon cours du processus de l’apprentissage comme par example la personne de l’apprenant, le code et les contextes philosofique et sociologique.

Summary of Robinson Crusoe From York, Robinson Crusoe abandons home to become a sailor, however as he went on a voyage to African coasts, his ship was taken for pirates and he was made a slave. After he escaped and thank a Portuguese captain he settled in Brazil. Nevertheless, going back to Africa his ship was shipwrecked and he was the only survivor. After he reached land, he confirmed that the island was deserted. Although he had the luck to find provisions, tools and weapons from the sunken ship. Time passed on: Crusoe got used to the habitat and a certain day he found a cannibal tribe on the beach. Heroically, he gets to rescue a captive who called “Friday”. Crusoe taught English to him. After a couple of months the tribe returns to the beach and brings English citizens to sacrifice, but Crusoe and Friday save them. Soon they both manage to get a ship and go back to England.

Summary of pride and prejudice The story begins with the arrival of Charles Bingley to the region, a single man with a fortune. All the families there immediately turn their eyes to him, especially Mrs. Bennet, whose sole intention was to marry her five daughters. At a ball they met Bingley and discovered that he was a handsome gentleman with a simple friendly manner. He was accompanied by his two sisters, the husband of the oldest and his friend Mr. Darcy. This disgusted all present everybody with his proud and unfriendly manners and when Bingley offered him to dance with Elizabeth, this discounted her for not to be beautiful enough for him and Elizabeth created a disgusting image of the man for the first time. However, they both get to know each other better every time they meet each other and get over their differences to be together: Mr. Darcy gets over his pride and arrogance and Elizabeth changes such a prejudice against him.

Questions for a debate about Adoption for LBTI couples 1. Is it preferable to grow up as an orphan or to know that your parents are from the same set? 2. What possibility does a child from a same-sex couple have against a child from a different - couple? 3. Is a homosexual family considered dysfunctional or simply not accepted by society? 4. Can a homosexual couple really provide the children a better life than a heterosexual couple? 5. Can a homosexual family influence on the sexual orientation of children? 6. Why do you think that it should be allowed or not for LGBTI couples to adopt?