Abstract

Historically, ELTE programmes in Chile have tended to draw their curricula from applied linguistic perspectives, placing a particular emphasis on English language proficiency and a broad semiotic knowledge of the English language (Barahona 2016) . Although recently reformed national standards for teaching programmes have made explicit the need to integrate practical and pedagogical curricular activities (Abrahams & Silva Ríos 2017) , most Chilean ELTE programmes sustain a clear emphasis on the development of student-teachers’ proficiency in English. This is reflected in the priorities of student coursework, relative number of hours and learning activities in the curricular structure of local programmes (Martin 2016) . Furthermore, the current standards for graduates of ELTE programmes in Chile similarly establish that graduate teachers should hold an advanced level of proficiency that is equivalent to C1 level from the CEFR.