English Language Teaching

Professional Title: 
State Certified English Teacher
Grade Level: 
Bachelor’s Degree in English Education
Duration: 
5 years
Acreditación: 
4-year accredited
Email: 
cecilia.sepulveda@usach.cl
Head of the Program: 
Dr. Ana María Franquesa Strugo
Description: 

                                                                 

Program Description

This program offers an innovative alternative to the traditional approach to foreign language teaching and learning. In addition to a solid foundation in linguistics, literature, and culture of English-speaking countries, it incorporates the knowledge and skills necessary for professional application in the field of teaching and learning English as a foreign language. This approach responds to the requirements of new educational paradigms and competently contribute to the development and quality of English teaching.

 

Graduate Profile

The English Language Teaching program at the University of Santiago de Chile has established an educational commitment to its students, which is expressed in the performances in this Graduate Profile.

These performances have been classified according to the official areas established in the Institutional Educational Model, making the greatest effort to reflect as faithfully as possible the contribution effectively made by the graduate.

The professional graduate of the English Language Teaching program at the University of Santiago de Chile is a teacher who possesses the following competencies:

 

  1. Master the language at an advanced level (C1/ALTE4), which allows them to communicate orally and in writing in different contexts, considering the universality of the English language. 

 

  1. Design, implement, and evaluate effective learning experiences in both secondary and higher education spaces. This involves considering foundational principles of English teaching, current curriculum guidelines, study plans and programs, and the specific context, function, and purpose of the educational process. Additionally, graduates are skilled in utilizing various didactic strategies and technology resources (ICT) to enhance the teaching and learning process with the goal of developing students' skills in oral and written production and comprehension of the English language. Our professionals also incorporate aspects of English-speaking literature and principles of linguistics into their teaching approach, providing students with insights into both the cultural and linguistic dimensions of the English language.

 

  1. Analyze and interpret English-speaking literary texts in their corresponding historical, geographical, social, and cultural contexts, in order to promote reading among their students and deepen learning about the culture of these peoples. 

 

  1. Guide pedagogical development at a personal and group level among students, promoting comprehensive development, based on school and community support networks. 

 

  1. Design and implement research projects in the field of English teaching, integrating the areas of literature, linguistics, and English teaching, from a theoretical and applied perspective.

 

 

Contact

Head of the Program:

Dra. Ana María Franquesa Strugo

anamariafranquesa@usach.cl

 

Secretary:

Cecilia Sepúlveda Sepúlveda 

cecilia.sepulveda@usach.cl

 

Study Plan: 

Our curriculum focuses on lectures, optional seminars, and workshop courses aimed at developing knowledge, competencies, and skills for the development of advanced communicative competence in English, methodologies for teaching-learning this language as a foreign language, Linguistics, and literature of English-speaking peoples. It is based on humanistic values and aims at the development of social responsibility, critical and reflective thinking, autonomy, and leadership.

The curriculum of the Bachelor’s Degree in English Language Education includes the following areas:

 

  • Oral communication Area
  • Specialized English Area
  • Language Sciences Area
  • Literature and Culture of English-Speaking Peoples Area
  • Pedagogical Training Area

The student will also be able to intervene in the design of their own training plan, through a series of elective courses that will allow them to channel their creativity and personal and professional concerns.

Here you can review the resolution that approves the curriculum of the program.

 

Admission: 

https://drive.google.com/file/d/1qp45YWvmQ47ImuFb_hewQX6vfFtfmjeU/view?u...

Full-time & Adjunct Academic Staff: 

Head of English Language Teaching Program

Ana María Franquesa Strugo

English Teacher, Pontificia Universidad Católica de Chile

Bachelor of Letters, Pontificia Universidad Católica de Chile

Master in Applied Linguistics, Pontificia Universidad Católica de Chile

Doctor in American Studies, Universidad De Santiago de Chile

Bachelor in Secondary Education - Pontificia Universidad Católica de Chile

 

Professors

Miriam Cid Uribe

State Certified English Teacher, University of Chile

Master in English Language and Culture, University of Sheffield. England

PhD in Linguistics and Phonetics, University of Leeds. United Kingdom

 

Andrea Campaña García

State Certified English Teacher, Pontificia Universidad Católica de Chile

State Certified English Teacher, Pontificia Universidad Católica de Chile

Master of Arts in English, Eastern Illinois University

PhD in Philosophy, Art and Social Thought, European Graduate School

In English Language Teaching program, she teaches the courses of Literary Analysis and Interpretation, Methodology of Literary Research and Thesis Project. Her research works deal with the contribution of literature in English teaching and environmental literacy in English teaching. She is currently the editor of the English Teaching students’ magazine The Rotten Apple and is the coordinator of the Árboles y Rizomas magazine of the Department of Linguistics and Literature. She has taught classes in the United States and China.

 

Carlos Álvarez Escobar

English Teacher, Universidad de Playa Ancha

Bachelor in Education, Universidad de Playa Ancha

Master in Linguistics, University of Chile

Assistant Professor, Unit of Applied Linguistics to communication and language disorders, Faculty of Medicine, University of Chile.

Student of the Doctorate program in Linguistics, University of Santiago de Compostela. Thesis title: Desarrollo comunicativo-lingüístico en niños prematuros.

Member of the KOINÉ research group, University of Santiago de Compostela. https://www.usc.gal/koine/

 

Erika Guzmán López

State Certified English Teacher, Universidad De Santiago de Chile

Master in Linguistics, Universidad De Santiago de Chile

 

Gabriel Romero Karlsson

Bachelor in English Language and Literature, University of Chile

Doctorate in Education (candidate), Pontificia Universidad Católica de Chile

Master of Science English Literature and Modernities, University of Edinbourgh

Master of Arts English Literature, Stockholm University

 

Gina Canales Inalef

State Certified English Teacher, Universidad de Santiago de Chile

Bachelor in Education, Universidad de Santiago de Chile

Master in TEFL ©, Universidad Alberto Hurtado

Diploma in University Teaching (USACH)

 

Gloria Romero Villarroel

English Teacher, Instituto Profesional Chileno Británico de Cultura

PhD. in Second Language Education, University of Ottawa. Canada

Masters in Second Language Education, University of Ottawa. Canada

Master of Letters, Pontificia Universidad Católica de Chile

In addition, Gloria has a Diploma in Educational Processes from the Universidad Alberto Hurtado and specialization courses in teaching methodology, CALL, virtual teaching and extensive experience in teacher education and professional development in Chile, Canada and China.

 

Grace Sanzana Zavalla

English Teacher, UC Silva Henríquez, former Blas Cañas Professional Institute

Master in Applied Linguistics, Universidad de Santiago de Chile

Introduction to Data Wise: A Collaborative Process to Improve Learning & Teaching. Harvard University. Online course.

Diploma in “University Teaching: Didactics and Evaluation in University Teaching”. Educational Innovation Unit, Universidad de Santiago de Chile.

Diploma in University Teaching: “Teaching and Learning in a University Context: Objectives and Methodologies”. Universidad de Santiago de Chile, UNIE.

 

Manuel Lara Díaz

State Certified English Teacher, Universidad de Santiago de Chile

Bachelor in English Education, Universidad de Santiago de Chile

Masters of Arts in Applied Linguistics for Language Teaching, University of York

Diploma in Mentoring Training. MINEDUC- Universidad Alberto Hurtado

 

María del Saz Caracuel

Bachelor in English Philology, Universidad de Sevilla

Diploma of Advanced Studies (DEA) in Acquisition of Second Languages, Universidad de Sevilla

Doctor in English Language and Linguistics, Universidad de Sevilla

 

María Jesús Betanzo Peña

English Teacher, Universidad Autónoma de Chile

Bachelor in Education, Universidad Autónoma de Chile

Master in Linguistics, mention TALI, Universidad de Santiago de Chile

 

María Soledad Parentini Cabrera

State Certified English Teacher, Universidad de Santiago de Chile

Bachelor in English Education, Universidad de Santiago de Chile

Master in Education, mention Direction and Educational Leadership, Pontificia Universidad Católica de Chile (PUC)

Maria is also a teacher of Spanish as a foreign language, Diploma of specialization in the PUC. She has taken several specialization courses in teaching English for young learners and has experience working with them in different schools, in addition to secondary and university teaching.

 

Mauricio Ramírez Berrios

English Teacher, Universidad Austral de Chile

Bachelor in British Literature and Culture, Universidad Austral de Chile

English Methodology Course (Hamline University, USA)

Assistant Professor (University of Minnesota)

Internship (MINEDUC) Nova University

Miami: Methodology of Teaching English as a Second Language

Mentor in English (UMCE)

Assignment of Pedagogical Excellence (AEP)

Examiner of the University of Cambridge in Chile

Postgraduate in Evaluation and Methodology of Teaching English (UTEM)

Diploma in Evaluation and Methodology (University of Chile)

Postgraduate in Teaching English for Adults (UMCE).

 

Miguel Farías Farías

State Certified English Teacher, Universidad de Chile

Doctorate, The Catholic University of America

Master of Arts, Ohio University

Editor of Árboles y Rizomas, Journal of Linguistic and Literary Studies

 

Paola Lisperguer Duarte

English Teacher, Universidad Metropolitana de Ciencias de la Educación

Bachelor in Education, mention in English, Universidad Metropolitana de Ciencias de la Educación

Master in Teaching English as a Foreign Language, Universidad Nacional Andrés Bello

Cambridge Oral Examiner for levels B1, B2 and C1

 

Paula Álvarez Reyes
 
Bachelor’s and Teaching Degree in English, Universidad Metropolitana de Ciencias de la Educación
 
Master’s in Teaching English as a Foreign Language, UNAB
 
Diploma in Neurolinguistic Programming
 
Diploma in Mindfulness and Buddhist Psychology
 
 
Patricio Pino Castillo
 
English Teacher, Instituto Chileno-Británico de Cultura.
 
Master’s in Linguistics, Universidad de Santiago de Chile.
 
PhD in Linguistics, Universidad de Concepción.
 
 
Pierina Araneda Aburto
 
State Certified English Teacher, Universidad de Santiago de Chile
 
Bachelor’s in Education, Universidad de Santiago de Chile
 
Master’s in Curriculum and Evaluation, Universidad de Santiago de Chile
 
 
Ricardo Úbeda Menichetti
 
State Certified English Teacher, Universidad de Santiago de Chile
 
Master’s in English Linguistics, Universidad de Chile
 
 
Roxana Orrego Ramírez
 
State Certified English Teacher
 
Bachelor’s in English Education, Universidad de La Serena
 
Master’s in Linguistics, mention in English Language, Universidad de Chile
 
PhD in Linguistics, Pontificia Universidad Católica de Valparaíso
 
In 2006, she was named Morley Scholar by the prestigious English Language Institute (ELI) of the University of Michigan (USA). In addition, Professor Orrego has consistently served as a peer evaluator for the CNA and as a consultant for MINEDUC, MECESUP and Becas Chile.
 
She is currently the resident Director of the Walter Fuentes Program abroad in conjunction with The College of Charleston.
 
In 2021, she was named Director of Community Engagement, Continuing Education, and International Relations of the Faculty of Humanities.
 
 
Silvia Arias Becker
 
State Certified English Teacher, Universidad de Santiago de Chile
 
Bachelor’s in English Education, Universidad de Santiago de Chile
 
Master’s in Linguistics, mention in English Language Learning Theories, Universidad de Santiago de Chile
 
Community Manager of the Faculty of Humanities at the Universidad de Santiago de Chile
 
 
Victor Prades Palomera
 
State Certified English Teacher, Universidad de Santiago de Chile
 
Bachelor’s in Education, Universidad de Santiago de Chile
 
Master’s in Anglo-Saxon Linguistics, mention in Learning Theories, Universidad de Santiago de Chile
 
MINEDUC Mentor Trainer
 
Diploma in TEFL, University of Southampton, UK
 
Responsible for USACH Community Engagement projects, such as “Innovation of the E/A in School Technical Professional Training: Professional Learning Communities between the University and the school” and “Educational Theater”.
 
He has collaborated with University-School Engagement projects of the English Opens Doors Program of MINEDUC and regularly serves as an evaluator of articles for the Modern Languages journal of the University of Chile.
 
Victor is a member of the commission for the creation of the English Language Teaching program at the University of Chile.
 
 
Ximena Grau Morales
 
State Certified English Teacher, Universidad de Santiago de Chile
 
Master’s in Linguistics, Universidad de Santiago de Chile
Virtual Teaching: 
The Virtualization Area is the department responsible for supporting the virtualization process of all faculty programs. It is made up of a multidisciplinary team composed of teachers, instructional designers, and graphic designers.
 
This team is in charge of creating strategies to accompany teachers in the virtualization of their courses, through the dissemination of support materials, the implementation of training for the virtualization of subjects and the coordination of training instances to support online teaching aimed at faculty professors.
 
If you want to participate in the training, inform your career manager so that they can manage your access with the academic coordinator of the project, Gisela Watson.
 
If you have questions regarding the use of Moodle or related to the virtualization area, write to the instructional designer, Vivien Valenzuela. She, together with Camila Berríos, will guide you.
 
If you participated in the training and need support for the creation of digital, audiovisual, and interactive resources, contact the graphic designer, Macarena Saguer.

 

 

Investigación: 

ENGLISH PEDAGOGY THESIS PROJECTS

Thesis from the 2020 process (exams taken in the first semester of 2021)

 

Abarca, Delva; González, Paula; Leiva, Rodrigo. The effects of remote English as a foreign language teaching based on the role-playing game “Dungeons & Dragons” on English vocabulary learning: a case study.

 

Acosta Fernández, Javiera Paz; Suazo Leal, Fernanda Ester. Teaching English as a Foreign Language to Students with Autism in State-funded and Private Chilean Classrooms.

 

Arroyo Salvo, Valentina Fernanda. Study Abroad Experience in a Pandemic Context: a Semester at the University of Bristol.

 

Avilés Moya, Bárbara. A Study Abroad Experience in England: Critical Perspective of a Semester Abroad in the Middle of a Pandemic and Global Crisis - University of Bristol

 

Cartagena Avila, Constanza Andrea; Riquelme Hoces, Carolina Alejandra; Romo Mendoza, Bárbara Francisca. A Reflection of Free will and Autonomy in Louisa May Alcott's Little Women: the Contribution of Feminism to these Topics and their Relevance in Today's Society.

 

Carvajal Parra, Luz Melanie. Studying Abroad in Bristol in the Middle of a World Crisis: a Semester Abroad at the University of Bristol Facing COVID-19.

 

Correa San Martín, Lissie Stephanie. A Semester Abroad at the University of Bristol: a Critical Perspective During the First Wave of COVID-19 Pandemic.

 

Díaz Rojas, Melisa Fernanda; Palacios Orellana, Carolina Denisse; Zamorano Carrrasco, María Fernanda. A Psychological Analysis of Dani Ardor’s Character and its Emotional Development in Ari Aster’s Midsommar.

 

Fuentes Matera, Carla; Pérez Lizama, Cristina; Roa Araya, Victoria. Narcissism and other Implications in the Behavior of Mr. Ross

 

García Henríquez, Joselyn Andrea; González Cantillana, Morelia Susana; González Orellana, Catalina Alejandra. Carrie, victim or monster? An analysis of oppression shown in Carrie by Stephen King

 

Godoy Morales, Bayron Ignacio. The Study Abroad Experience as a Latino Student in the UK:  A Semester Abroad at the University of Bristol

 

Hernández Campos, Tania Beatriz. The Study Abroad Experience in England: a Semester Abroad at the University of Bristol

 

Landucci Jofré, Maruzzella Francesca; Lillo Ortíz, Natalia Belén. An Exploratory Study of EFL Secondary Teachers’ Knowledge and Perceptions about Dyslexia and Students’ Improvement in Literacy from State-funded and Subsidized Schools in Santiago, Chile.

 

López Marín, Sebastián Ignacio. A Semester Abroad. The Experience of Studying at the University of Bristol.

 

Monsalve Oro, Mariana Rocío. Studying a Semester Abroad at the University of Bristol: a Pedagogical Proposal from the experience of studying abroad.

 

Mora Valenzuela, Marcela Alejandra; Orellana Montecino, Rocío Javiera; Ríos Figueroa, Javiera Constanza. J.D. Salinger: Using Linguistic Devices to Depict Mental Illnesses in Nine Stories.

 

Vega Rojas, Juan José. Living the COVID-19 Pandemic: an Experience of Online Learning at the University of Bristol.

 

Venegas Bastías, Maite Belén. A Pedagogical Experience in Bristol: a proposal from the experience of a semester abroad as an International Student.