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Professor Advisordc.contributor.advisorBahamondes Rivera, Rosa 
Authordc.contributor.authorOlguín Villegas, Karin 
Authordc.contributor.authorVega Labra, Katiuska 
Staff editordc.contributor.editorFacultad de Filosofía y Humanidades
Staff editordc.contributor.editorDepartamento de Lingüística
Admission datedc.date.accessioned2014-05-23T14:41:59Z
Available datedc.date.available2014-05-23T14:41:59Z
Publication datedc.date.issued2014
Identifierdc.identifier.urihttps://repositorio.uchile.cl/handle/2250/116176
General notedc.descriptionInforme de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.
Abstractdc.description.abstractUntil very recently in the history of Second Language Acquisition (SLA) studies kept vocabulary acquisition in a lower status compared to other aspects of language as a system of communication. Current research has demonstrated the importance of vocabulary acquisition within the SLA field. This study tries to bring together two fundamental components of language teaching - the vocabulary component and the way it is presented and taught, and the cultural models and ideologies that influence the creation of a language course through the analysis and comparison of the two official Chilean 1st grade curricula for teaching English and Mapudungun. Results suggest there are problems both in terms of SLA theoretical support and in terms of vocabulary acquisition theories. Each program upholds clear, but quite different cultural models that define the status of these two languages in our country.
Lenguagedc.language.isoen_USen_US
Publisherdc.publisherUniversidad de Chileen_US
Keywordsdc.subjectInglés--Enseñanzaen_US
Keywordsdc.subjectMapuche--Enseñanzaen_US
Keywordsdc.subjectLenguaje y educaciónen_US
Títulodc.titleAnalysis and comparison of the official chilean curricula for 1st grade English and Mapudungun : vocabulary teaching and languaje ideologyen_US
Document typedc.typeTesisen_US


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