Abstract

Chilean native languages are experiencing different stages of vitality and language shift. While some of them have already been displaced and are on the verge of extinction, such in the case of Ckunza or Kakan, other languages such as Aymara and Mapudungun, are facing a slow, but consistent process of language shift. These processes have been caused by the arrival of Peruvian empires, Spanish colonialization and the current mandatory implementation of English in schools. All these formal and informal language policies have pushed aside the use of Chilean indigenous languages. The objective of this literature review is to contextualize this language shift as well as proposing a way to reverse this course through the teaching of English as an element not only to develop intercultural competences, but as a bridge for dialog between cultures through decolonizing strategies and educational proposals.