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Appointment
- Student
- IOE - Culture, Communication & Media
- UCL Institute of Education
Biography
I am a Chilean teacher of English with experience in the Chilean educational system. During my master’s degree in applied linguistics and TESOL, I got involved with circulating discourses about English as a linguistic capital, which may mediate people access to other kind of resources. Currently, I am studying for a PhD degree in CCM-IOE. In detail, I am exploring how people (re)construct meanings on English-speakerism and English language education in a Chilean public educational institution.
Research Summary
My PhD research project is titled “The Discourse on English-speakerism in Contemporary Chile: a critical sociolinguistic ethnography in a Bicentennial Secondary School in Chile”. The aim is to explore how people (re)construct meanings on English-speakerism and English language education while studying, teaching, working or attending an educational institution where mastering that language is framed as a fundamental aspect of becoming a global citizen. In detail, this research project aims to describe the social categories that emerge in the process and how such meanings are made sense of, hierarchised, institutionalised and connected to larger discourses on English language education circulating elsewhere. Most importantly, this research project aims to know which are the consequences that those (re)constructed meanings have for the people concerned as they (re)orient themselves towards (or away from) those forms of knowledge affecting their (lack of) access to other resources within and beyond their immediate institutional context. I intend to explore all this by conducting a critical sociolinguistic ethnography of individuals’ live experiences regarding the arrangements and routines of the English as Foreign Language (EFL) school subject in a Bicentennial Secondary School in Chile. I have chosen a Chilean bicentennial secondary school as an entry point to conduct the proposed research project since these institutions align with the national educational curriculum in promoting English language education as a high-status knowledge. Thus, people inhabiting Chilean Bicentennial Secondary Schools are subjected to the discourse on mastering English language knowledge to become active citizens in the globalising knowledge-based economy.
