CONOCIMIENTO Y PRODUCCIÓN ACADÉMICA

Considering the UN’s Sustainable Development Goals to foster quality education, curricula should encompass inclusive, equitable and contextually meaningful education. Since the textbook is the main support for EFL teaching in Chile, this study examines the alignment between 1st to 4th-grade English language textbooks and the unofficial Chilean English school curriculum. The research questions are as follows: (1) What content do the 1st to 4th-grade English language textbooks build? (2) To what extent does the content align with the unofficial curriculum for the first cycle of primary education? This is relevant since Chile has not improved proficiency in English despite substantial public investment in textbooks. To answer these questions, pedagogic discourse analysis was conducted, framed methodologically and analytically within the register model of Systemic Functional Linguistics, focusing on the field. The corpus comprises the textbooks and the vocabulary to certify young learners’ proficiency (pre-A1 and A1), as defined by the Common European Framework of Reference for Languages. The analysis reveals content building consistency across the textbooks and curriculum alignment, which ensures equitable access to quality learning opportunities.

Research in Chile, regarding language teaching and learning, has focused on Spanish as a first language (L1). However, due to the growing influx and settlement of non-Spanish-speaking adult migrants, the significance of investigating language education within a second-language (L2)-context has surged. Accordingly, the objective of this study is to examine the implementation of a Spanish language teaching–learning program as an L2 from the learners’ perspectives. The ultimate objective is to contribute to the advancement of knowledge in this field within the national framework. This qualitative, descriptive/interpretive study involves 10 adult Haitian migrants who do not speak Spanish and live in a rural area. These participants possess varying educational backgrounds and are situated within a vulnerable context. In pursuit of the objective, two focus groups were convened. The outcomes underscore the pressing need for comprehensive macro-level development, at the governmental level, to address the inclusion of migrants. This entails equipping educators with linguistic proficiency and theoretical and pedagogical expertise for instructing an L2 program. Furthermore, the inclusion of linguistic mediators, a judicious use of the learners’ L1 as a pedagogical resource, and the implementation of strategies that cater to individual needs contribute to a more effective and inclusive teaching–learning experience.