curriculum research paper final

8/3/2019 Curriculum Research Paper Final

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Curriculum (Re-)Design: A Chilean Context

Vanessa Armand

Aarika FloydLING 583: Materials and Curriculum Design

February 16, 2012


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The Chilean Context

Chile, the country recently named one of South Americas most stable and prosperous

nations by the BBC (BBC News--Chile Country Profile, 2012), has long been of interest to the

authors of this paper. For the authors, this country conjures up images of a colorful context,

diverse in both climate and culture, and united by the warmth of its people and the use of

Spanish language as the lingua franca. The teaching and use of English as a foreign and

international language has steadily gained popularity in the country, driven by advancements in

technology, communication, and trade (Abrahams & Farias, 2011; Kormos et al., 2011; McKay,

2003)and buttressed by numerous recent education reforms (Abrahams & Farias, 2011; Brandt,

2010; Garces, 2009; McKay, 2003). With the changes brought about both socially and

economically by this relatively recent burst of English language teaching and learning, Chiles

glance remains fixed on international recognition and the betterment of its people in the world

market (Abrahams & Farias, 2011; Datamonitor, 2011; McKay, 2003).

Stretching 4,300km down the southwest coast of South America, Chile enjoys an unusual

myriad of climates allotting to a vast assortment of natural wonders and resources, drawing

tourists and large-scale industry alike. This relative wealth, however, has historically not been

shared with the overall population, and the socio-economic atmosphere in Chile is witness to

great disparity between a powerful elite and large population living below the poverty line (BBC

News--Chile Country Profile, 2012; Datamonitor, 2011). Researcher and university professor

Juan-Pedro Garces maintains that such a disparity can be in part alleviated with nationwide

improvement of education, because the level of the education of a country is one of the major

determinants of its economic welfare (2009, p. 85). It seems that governmental administrations

in Chile have understood this notion, as changes in political and economic policy, as well as


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increased government efforts to reduce poverty, have directly lead to developments in the

nations educational sphere over the past two decades (Abrahams & Farias, 2011; Brandt, 2010;

Datamonitor, 2011).

Beginning in the 1980s, the Chilean government launched an overhaul of the national

education system, introducing a voucher system in attempts to make quality education available

to call, which lead to an increase in private school attendance and proved detrimental to the

municipal/public school registration (Brandt, 2010; Garces, 2009). In 1998, the Chilean Ministry

of Education added to the changes with the first of several drastic curriculum reforms to

elementary and secondary education, setting national standards for the first time in the history of

Chilean education (Ministry of Education, 2001). All three branches of the Chilean education

system--municipal (fully public), subsidized private (voucher system participants), and fully

private (out-of-pocket tuition) (Datamonitor, 2011; Garces, 2009)--fell under the reform, which

originally called for the mandatory teaching of English from grades 7 to 12, and a focus on the

receptive skills of reading and listening (McKay, 2003, more). The implementation of the CLT

approach was a major factor in the reform, but was left up to teachers to determine the degree to

which it was used in actual classroom practices (McKay, 2003). Among changes effectuated in

recent years, the English requirement portion of the curriculum is now applied to grades 5-12

(Ministry of Education, 2001).

The widespread success of the curriculums implementation can be attributed to its

design. The curriculum design is meant to reflect the role of English in the world today, the

scope of worldwide communication networks, the geographical and regional characteristics of

Chile, and the demands of the Chilean labor market (McKay, 2003, p. 141). In 2000, a survey

of 64 high school teachers in the city of Santiago reported that 78 percent of teachers supported


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the objective and content presented by the reform (Farias, 2000 in McKay, 2003). In a

questionnaire administered to 50 teachers in 2003 regarding their opinions of course content, 32

preferred materials that illustrated the global vision of English use in the local setting (McKay,

2003, p.143). Chilean students and their families maintain this perspective as well, viewing

English as the golden ticket to communication with the rest of the world (Kormos et al., 2011;

McGuire, 1996). This international mindset, however, turns away from the traditional view that

native English speakers have ownership of the language, granting it instead to all speakers,

places the power to teach it in the hands of locals. Over half of teachers in Chile chose Chileans

when questioned about whether they would choose native speakers or Chileans if they were in a

hiring position (McKay, 2003).

Reforming the Reforms

The reforms in ELT, as implemented by the Chilean Ministry of Education, have caused

a shift in methodologies and classroom approaches across the country (McKay, 2003), serving as

a beacon of communicative language teaching in the South American context. In spite of this

progress, however, students in public schools are still shown to perform at drastically lower

levels of fluency in English than their privately schooled counterparts (Garces, 2009). This

dichotomy in Chile between recent curricula reform, cultural emphasis on the importance of

education, and the polarization in the quality of education in public and private schools, serves as

the impetus for the authors of this paper seeking to explore the current curricular state of the

Chilean education system.

While researching this context, the authors found several elements of the current system

that they deem especially problematic for the continued development of public school students


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language abilities. The first of these elements is the lack of materials, resources present in public

schools (McGuire, 1996). Teachers are to prepare their students for success in later academic

and professional settings with limited access to technology and resources, and in some cases

access to them, but no knowledge of how to make use of them (McGuire, 1996). In an age when

technology plays such a strong role in the lives of studentsand it has been shown to work

wonders when integrated into classroom activities (see the use of weblogs in Trajtemberg &

Yiakoumetti, 2012)the challenge is for teachers with a lack of resources to simulate the

enticing nature of these activities and achieve a similar effect.

Another issue is over-crowded classrooms and the imposed implementation of

communicative language teaching (CLT) as an integral part of the curriculum reform (Brandt,

2010; McKay, 2003). While theorists H.D. Brown (2007b) and others point out that group and

pair work and a student-centered approach can be a useful tools for fulfilling objectives in large

classes, teachers in Chile have expressed concern with these notions (McKay, 2003). One

solution to this disagreement can be found in proper teacher training (Brandt, 2010). Public

teachers in Chile typically receive poor training,--and might also lack certain proficiency levels

in English themselves (Brandt, 2010; McGuire, 1996)-- but are self-motivated and highly

interested in receiving training in order to remain competitive in the job market (Abrahams &

Farias, 2011; Brandt, 2010; Datamonitor, 2011; McGuire, 1996; McKay, 2003). Whereas

Garces (2009) points out that motivated teachers are the product of institutional efficiency

(p.93), the argument can be made that teachers motivation plays an integral role in the

development of materials that expedite the efficiency of the institution (Abrahams & Farias,

2011; McKay, 2003), and that this motivation is easily inspired by dedication to professional

advancement through training.


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Learners, Needs, and Stakeholders

In the context of this paper, the learners are Chilean public school students studying

English as a Foreign Language in elementary school. The authors will focus on grades 5 through

8, as students in these grades are preparing for their transition into high school, and who

encounter a need to study EGP for life skills, and EAP to build skills for secondary school and

university achievement (McKay, 2003). The most recent curriculum reforms in Chile illustrate

that focus on integrated skillsor at least coverage of all four skills--should be implemented in

the classroom. However, primarily focus (80 percent of classroom activities, as mandated by the

Chilean Ministry of Education) remains on the receptive skills geared towards what

administrators, teachers, and students believe will be most necessary for EAP in levels of higher

education (McKay, 2003).

In their 2011 study of English language learner motivation in Chile, Kormos et al.

brought to light a number of factors that steer classroom performance, including an explanation

of the emphasis on skills for EAP. This study surveyed secondary school students, university

students, and adult learners in a private schools setting, and found that across the age groups,

attitudes towards language learning had an influence on effort and persistence. These attitudes in

secondary school and university students were no doubt heavily influenced by their parents and

families, being as students live with their families throughout their time at university, and as

Chilean families serve as mediators of cultural norms and values (Kormos et al., 2011). This set

up thus provides for students an externally motivating source, which may directly influence

internal motivation through the internalization of the motivating factors (Dornyei & Ushioda,

2009). Certain distinct elements are at play in this study, however, that prove interesting and

important to the authors of this paper. The study points out that participants were of mid-socio-


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economic background, a status wherein education is highly valued (Kormos et al., 2009), as well

as English being a required subject for a certain number of the participants (secondary school

students). These factors raise valuable questions for the hypothetical revamping of the public

school systems curriculum. The authors might ask how the results of this study would differ if

lower socio-economic status participants were surveyed, and how the required nature of English

learning might affect these learners if their families place less importance on education.

These questions lead the authors to the marked notion that students are not the only

stakeholders in their language learning process and in the implementation of the designed

curricula. According to Garces (2009), there is a direct link between the quality of education and

the economic status of individuals, families, and the overall economy of a particular area. He

asserts, not only the provision of a high-quality education is linked to economic prosperity, but

the lack thereof creates a perpetuating state of poverty (p. 86). In other words, those students

whose families lack the resources to fund their education find themselves in a vicious cycle of

poverty (Brandt, 2010) wherein their lack of education prohibits them from progressing in the

job market. It can thus be said that the economy as a whole profits from an educated population

(Brandt, 2010; Garces, 2009). Education is a way to break this poverty cycle, which, in Chile,

plagues a large portion of the population. Therefore, higher student enrollment supports the job

market both directly and indirectly, raising the quality of human capital by raising increasing

productivity, raising employment and earnings of citizens, and lowering income inequalities

(Brandt, 2010; Garces, 2009). Stakeholders of the revised curriculum set forth by the authors of

this paper might more distinctly include adopters (e.g. government officials), implementers (e.g.

teachers), clients (e.g. students), suppliers (e.g. materials writers), entrepreneurs (e.g. change

agents), and/or resisters (Abrahams & Farias, 2011).


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In order to best supply students in the Chilean context with the linguistic and

communicative skills they will need in their dealings with the stakeholders mentioned above,

needs assessment at the scholastic English language learning level is especially necessary. It can

help identify where the salient and problematic gap lies in education quality between public and

private schools; essentially, it is key to determining public school students weaker areas in

English understanding and production so that steps can be taken to catch them up to the

proficiency levels of their private-school counterparts. Proper needs assessment in the early

stages of language development, as well as ongoing assessment, can be instrumental in helping

bridge the gap between the two groups at scholastic levels and beyond. In following the socio-

economic model put forth by Garces (2009), such a move toward equality in the quality of

education can have drastically positive consequences, including the breaking-out of poverty

cycles by the communitys citizens and the overall betterment of the local economy (Brandt,

2010).

Standards, Content, and Sequencing

As previously stated, the authors investigated the current curricula of the public schools

for grades 5 through 8 since these first levels of teaching provide the necessary foundation for

teaching at the high school level. During the examination of the current state of the Chilean

education system, the authors investigated the currently implemented curriculum framework

written by the Ministry of Education of Chile, and information provided on the Ministry of

Educations website. Although a CLT reform approach began many years prior, the

implementation and curriculum guidelines have no updates for this approach until the last five

years. From the website, the authors were able to find a vast amount of information regarding

the current Curriculum Framework, Programs of Study, Plans of Study, and Progress Maps.


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According to the Curriculum Framework guidelines from 2009 and 2012, this new program

seeks to align their standards with that of the international standards set forth by Common

European Framework of Reference for Languages (CEFR). These proficiency guidelines are

separated into three different user levels, basic (A), independent (B), and proficient (C). From

these user levels, the proficiency is either ranked on a lower level (1) or higher level (2). The

current standards for the students before entering high school state that they should be at the A2

level of proficiency.

The A2 level descriptor describes the student as a Waystage User and do the following:

Can understand sentences and frequently used expressions related to areas ofmost immediate relevance (e.g. very basic personal and family information,

shopping, local geography, employment). Can communicate in simple and routinetasks requiring simple and direct exchange of information on familiar and routine

matters. Can describe in simple terms aspects of his/her background, immediateenvironment and matters in areas of immediate need (Goethe-Institut USA).

Once students have completed the high school level courses, they are expected to be at the B1

proficiency level as a Threshold User and do the following:

Can understand the main points of clear standard input on familiar matters

regularly encountered in work, school, leisure, etc. Can deal with most situationslikely to arise whilst traveling in an area where the language is spoken. Can

produce simple connected text on topics which are familiar or of personal interest.Can describe experiences and events, dreams, hopes & ambitions and briefly give

reasons and explanations for opinions and plans (Goethe-Institut USA).

These guidelines can be compared to the ACTFL guidelines and more information on these

correlations can be found in a symposium presentation given at the ACTFL 2010 Annual

Convention and World Languages Expo (Mosher, 2010).

According the Plan of Study, 5th

and 6th

grade students have a total weekly workload of

30 hours, and 7th

and 8th

grade students have 33 hours. Within this amount of weekly work, the

students in all four grade levels complete three hours of English work as a minimum obligatory


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requirement for these public schools. For the purpose of this paper, the authors compared the

unit content between the 5th grade introductory level and the 8th grade level to explore the range

of content the school system aims to provide its students. Each level aims to promote student

thought, skill usage, and attitude towards the English language by utilizing content related their

own culture and belief systems. The framework above all educational subjects aims to provide

the following: personal growth and assertiveness, thought development, ethics training,

knowledge of people and their environment, and technology information and communication. It

is then the responsibility of teaching all subjects to meet these goals for students.

The initial course content expected for the introductory English course at 5

th

grade is

separated into two semesters and can be found in the Curricula Guide. This guide states that in

the first year of English the students will learn about the School & Classroom (Unit 1), the House

& Family (Unit 2), Food & Health (Unit 3), and the Immediate Environment Flora & Fauna

(Unit 4). The total time of teaching such units is 96 cumulative hours. To show a comparison

and contrast to the last level of basic education before high school, content units taught in the 8th

grade show the expansion into creating the global student the Ministry of Education wishes

upon each student. The 8th

grade Curricula Guide states that the following units comprise this

levels English course: Famous People & Places (Unit 1), Addictions & The Self (Unit 2), Life in

Other Countries Communities (Unit 3), and Traditions, Popular Music & Literature in Other

Countries (Unit 4). This curricular content provides the necessary framework that the overall

Curriculum Framework hopes to achieve, and on the micro-level, each unit explicitly outlines the

skill standards and attitudes in which each student should be proficient.

Textbook & Materials Utilization


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Within the newly implemented curricula, the materials used to aide in student proficiency

are highly important. The curriculum guidelines for the basic schooling levels discuss using the

textbooks along with other technological means for the coursework. The framework states that

the utilization of technological means such as audio CDs, video/DVDs, and the web help the

students acquire all four skills by means of dialogues, songs, narrations and news programs, and

many others, (2012). The skills in which the framework aims for students to utilize involve:

correctly searching, accessing, and collecting information on web pages, develop information

using word processors, presentation templates like PowerPoint, and image applications & tools,

exchange information with tools offered by the Internet (email, chat, web forums, etc.), as well

as respect and ethical considerations for such technological equipment in which they may have

access. By using such technology, students are actively using both productive and receptive

skills, however, there needs to be a better balance of productive and receptive skills, but this

should be executed with care so that it does not de-motivate students. As previously mentioned,

educational funding is not quite at the level most schools need in order to provide such

technology for every student in Chile. Textbooks, however, have always been the standard

approach to teaching. Such texts introduce academic topics by including texts and lectures on

topics such as climate conditions in various parts of Chile, and deals with learning skills such as

classification, brainstorming, and analysis (McKay, p. 142).

The most recent textbook series adopted by the Chilean Ministry of Education for

grades 5 and 6 are specifically tailored workbooks for the introduction of the English language

created by the Ministry of Education (Catalog of Educational Texts). For grades 7 and 8, the

textbooks are known as the Travelers Series. These textbooks is highly communicative,

providing contextualized input in language presentation, scaffolding for students to notice gaps


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in their communication patterns, and emphasizing the development of critical thinking and

reading comprehension (Catalog of Educational Texts). These books also focus most heavily on

the receptive skills, reading and listening, in keeping with the Chilean Ministry of Education

guidelines and the general belief in Chile that English language learners are most likely to use

the language at the university or in deciphering technical manuals in the workplace. The

activities in all the books are meant to be communicative in that they allow students to

communicate orally and in writing at very elementary levels (Jantus, 2009). They are colorful

to attract and hold students interest while engaging them in tasks that simulate communication

in real world situations; the textbook aims to help students view English as an important tool for

getting and exchanging information, knowledge and culture (Jantus, 2009).

Current Assessment Strategies

Among the typical assessment strategies of quizzes, tests, homework assignments, etc.,

teachers are mandated to follow the Progress Maps for students. For English, the maps are

separated into two different categories, Reading Comprehension and Written Expression. Within

these categories, there are levels three through seven, which are the curriculums own benchmark

levels. For English, the levels for the curriculum start at level 3 and go through level 7, however,

the progress for students in public schools will only reach level 6. This being said, level 3

represents grades 5 and 6, level 4 represents grades 7 and 8, level 5 represents grades 1 and 2 of

high school, and level 6 represents levels 3 and 4 of high school. From this point, the

educational system promotes continuing education at the collegiate level in order to reach level

7. Below are the Assessment Standards for grades 5 through 8:


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Level Reading Comprehension Written Expression

Level 3 Assessment

Standard (grades 5 & 6)

Read very short texts

related with specifictopics of their immediate

environments, whichcontain short, simple

sentences and includeabundant visual aids.

Identify explicit,outstanding information

and theme.

Write very short texts

related to specific topicsof their immediate

environment forinstructive and

descriptive purposes.Use complete phrases and

sentences with somevery simple grammatical

instructions andfrequently used

vocabulary.

Level 4 Assessment

Standards (grades 7 & 8)

Read short texts related to

specific and known

topics that containsimple grammaticalstructures and include a

visual aid.Identify explicit

information when thereis little and competing

information or mainideas explicitly

mentioned.

Write very short texts

related to specific and

known topics withinstructive anddescriptive purposes.

Organize sentences arounda specific topic, use very

simple grammaticalstructures, and frequently

used connectors andthematic vocabulary.

- Information provided from Progress Maps of Reading Comprehension & Written Expression

On the next micro-level of assessment, teachers have specific skill descriptors for

speaking, listening, reading, and writing per grade level. These go more in-depth as to the

explicit skill objectives for each student. This is separated into the semester standards per grade

level. On the next micro-level of assessment, teachers assess student proficiency based on

course content. Such content evaluation is provided in the Curricula Guides and is broken down

into the each units specific content theme. Based on the unit objectives, the assessment strategy

aims to assess the four skills in hopes that students produce adequate correlations from what they

were taught and how they answer their assessments. From this point, it is interesting to note that


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the Curricula Guides provide only examples of evaluation per each unit, but there are no exams

the Ministry of Education mandates for teachers to assess the students.

Conclusion

Thorough research of the current curricular framework implemented within the Chilean

education system shows the authors that the public school system is on the right path to a

successful approach towards creating proficient English language learners. The current systems

CLT approach, once implemented for number of years, will hopefully yield this result. The

authors as prospective instructors themselves agree that the current state of teacher training is an

important part of this new curriculum. Teacher training along with the understanding of the

importance of education for the citizens of Chile should bring a national change for the country.

The authors also found that the country is utilizing native English speakers as teaching tools as

well with their creation of the English Opens Doors Program and the National Volunteer Center

(National Volunteer Center website). This program promotes teacher training, the

implementation of English in the classroom, and the development of students English

proficiencies, as well as providing programs to studying abroad and intensive English courses.

As duly portrayed and explained in this paper, the reformation of the Chilean education

system has progressed immensely over the last decade and more so over the last quarter century.

It is in this context that the authors have great interest and now have a greater understanding to

the implementation of a CLT curricular approach on a once ineffective curricular framework.


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References

Abrahams, M. J., & Farias, M. (2011). Struggling for change in Chilean EFL teacher education.Columbian Applied Linguistics Journal, 12 (2), 110-118.

Brown, H.D. (2007b). Teaching by Principles: An interactive approach to language pedagogy

(3rd ed.). White Plains, NY: Pearson Education.

Dornyei, Z., & Ushioda, E. (2009).Motivation, language identity, and the l2 self. Tonawanda,NY: Multilingual Matters.

Garces, J. P. (2009). The quality of private and public education: The case of Chile.Journal of

Knowledge Globalization, 2 (2), 85-110.

Goethe-Institut USA. (n.d.). Common Reference Levels. Common European Framework ofReference for Languages. Retrieved February, 2012, from Goethe-Institut USA website:

http://www.goethe.de/ins/us/lp/prj/ger/cfl/enindex.htm

Kormos, J., Kiddle, T., & Csizer, K. (2011). Systems of goals, attitudes, and self-related beliefsin second-language-learning motivation.Applied Linguistics, 32 (5), 495-516.

Jantus, L. (2009). Travelers: 7 bsico. [Travelers: 7th

Basic] Santiago, Chile: Eds. Cal y Canto.

McGuire, P. (1996). Language planning and policy and the ELT profession in selected central

American countries. TESOL Quarterly, 30 (3), 606-611.

McKay, S. (2003). Teaching English as an international language: the Chilean context.ELTJournal Volume, 57(2), 139-148.

Mosher, A., Slagter, P. J., & Surface, E. A. (2010, November). CEFR and ACTFL guidelines:

Correlating the rubrics and descriptors. Symposium presented at the ACTFL 2010Annual Convention and World Languages Expo, Boston, MA. Retrieved from

http://www.swa-consulting.com/storage/conference-papers/Mosher%20Slagter%20%20Surface%202010.pdf

Trajtemberg, C., & Yiakoumetti, A. (2012). Weblogs: a tool for EFL interaction, expression, and

self-evaluation.ELT Journal Volume, 65 (4), 437-445.

BBC news--Chile country profile. (2012, January 26). Retrieved fromhttp://news.bbc.co.uk/2/hi/americas/country_profiles/1222764.stm


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Chilean Ministry of Education Sources

Website Citations

Ministerio de Educacin de Chile. (2012). Catalogo de Textos Escolares. [Catalog of

Educational Texts] Retrieved February, 2012, from Ministerio de Educacin de Chile

website:http://w4app.mineduc.cl/catalogo2012/catalogo_2012/catalogo_pub.php#app=3fbd&1aa8-selectedIndex=0&4eb3-selectedIndex=0&f5ca-selectedIndex=0

Ministerio de Educacin de Chile. (n.d.). Currculum Nacional [National Curriculum] Retrieved

January, 2012, from Ministerio de Educacin de Chile website:http://www.mineduc.cl/index5.php?id_portal=47

.Ministerio de Educacin de Chile. (n.d.).Programa Ingls Abre Puertas. [English Opens Doors

Program] Retrieved February, 2012, from Ministerio de Educacin de Chile website:http://www.mineduc.cl/index.php?id_portal=49#

Ministerio de Educacin de Chile. (2012).National Volunteer Center Chile. Retrieved February,

2012, from http://www.centrodevoluntarios.cl

Curriculum Framework (Marco Currcular)

Ministerio de Educacin de Chile. (2012). Idioma Extranjero: Ingls, Educacin Bsica.BasesCurriculares 2012. [Curricular Basis 2012] (A. Floyd, Trans.) Santiago de Chile:

Ministerio de Educacin. Retrieved fromhttp://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201202161608560

Ministerio de Educacin de Chile. (2009). Idioma Extranjero: Ingls. Objetivos Fundamentales y

Contenidos Mnimos Obligatorios de la Educacin Bsica y Media: Actualizacin 2009.[Objectives and Minimum Obligatory Contents: Actualization 2009] (85-119). (A. Floyd,

Trans.). Santiago de Chile: Ministerio de Educacin. Retrieved fromhttp://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201102031148410

Curricula Guides (Programas de Estudio)

Unidad de Currculum y Evaluacin. (2011).Programa de Estudio, Idioma Extranjero: Ingls,5 Bsico [Program of Study, Foreign Language: English, Fifth Basic] (A. Floyd, Trans.).

Santiago de Chile: Ministerio de Educacin. Retrieved fromhttp://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201107071331170

Unidad de Currculum y Evaluacin. (2011).Programa de Estudio, Idioma Extranjero: Ingls,Octavo Ao Bsico [Program of Study, Foreign Language: English, Eighth Year Basic]

(A. Floyd, Trans.). Santiago de Chile: Ministerio de Educacin. Retrieved fromhttp://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201202151756260


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Unidad de Currculum y Evaluacin. (2001).Ingls : programa de estudio cuarto ao medio. (5)Santiago de Chile: Ministerio de Educacin. Retrieved from

http://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201102082259580

Plan of Study (Plan de Estudio)

Ministerio de Educacin de Chile. (2010). Plan de estudio 5 a 8 de Enseaza Bsica. [Plan ofstudy 5th to 8th of Basic Education] Santiago de Chile: Ministerio de Educacin.

Retrieved fromhttp://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201105110107560

Progress Maps (Mapas de Progreso)

Unidad de Currculum y Evaluacin. (2008). Sector Idioma Extranjero: Ingls, Mapa deProgreso de Comprensin Lectura.Mapas de Progreso del Aprendizaje. [Foreign

Language Section: English, Progress Map of Written Expression] Santiago de Chile:Ministerio de Educacin. Retrieved from

http://curriculumenlinea.mineduc.cl/descargar.php?id_doc=201102032037040

Unidad de Currculum y Evaluacin. (2008). Sector Idioma Extranjero: Ingls, Mapa deProgreso de Expresin Escrita.Mapas de Progreso del Aprendizaje. [Foreign Language

Section: English, Progress Map of Written Expression] Santiago de Chile: Ministerio deEducacin. Retrieved from

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