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Ítem 11th grade students' awareness regarding english SIMCE test in two semi-private schools from C2 socioeconomic status(Universidad Andrés Bello, 2012) Bonet, Carmen Luz; Bucarei, Felipe; Fernández, Ximena; González, Héctor; Peña, Camila; Solimar, Marcela; Popp Ward, Jennie; Facultad de EducaciónEnglish has acquired a relevant importance during the last decades because of the globalization, and Chile is not the exception. Trades, tourism, scholarships abroad and better opportunities to apply for a job are sorne of the reasons why MINEDUC (In English, Ministry of Education) decided to implement a test which could evaluate the level of English of all Chilean students who are in 11th grade (3º medio in Chile). The English SIMCE (Sistema de Medición de Calidad de Educación; in English, Quality Measurement System of Education) test was applied for the first time in 2010. One the results were publicly known, severa! doubts arose regarding the English Curriculum provided by the Ministry of Education, how students were trained for the English SIMCE, and whether they are informed or not about the process they go through when training for English SIMCE test. According to this context, the research question that this study wants to develop is to what extent 11th grade students from two different schools that belong to C2 social status (mid-high social status in Chile) are aware of the English SIMCE test? The first step of this study was to define itas an analytic--explanatory one that collects the appropriate data through surveys, interviews to MINEDUC's Coordinator, and an externa! professional on Curriculum and Evaluation. The second important step deals with the definition of fundamental concepts that will clarify and make the reader understand the topic. The third step was to analyze all the information obtained through the instruments. Finally, the last significant step considered for this study was the identification of the conclusions.Ítem 1994, el cambio de presentación del diario Las Ultimas Noticias(Universidad Andrés Bello, 1996) Mery J., Cecilia; Varela P., CarolinaLa permanente necesidad del hombre de establecer contacto con sus pares e intercambiar hechos y experiencias que le sirvieran para su sobrevivencia, marcó desde el inicio la importancia de la comunicación. Así fue como el hombre, ser social por naturaleza, poco a poco fue adoptando distintas formas para comunicarse. Utilizó gestos, les incorporó sonidos y estableció un lenguaje que enriqueció con signos, que más tarde dieron origen al alfabeto. Pronto, surgió la necesidad de dejar plasmadas dichas vivencias y se dio paso a la búsqueda de soportes que desarrollaran tal fin. Se utilizaron distintos materiales, comenzando por las pinturas rupestres, la arcilla, la madera, el metal, el papiro, hasta llegar finalmente al papel. Estos grandes descubrimientos fueron marcando el paso de una civilización a otra cada vez más avanzada y dieron la posibilidad a aquellos hombres, que se desenvolvían en un mundo limitado, de abrirse hacia nuevos horizontes. Más tarde, en el siglo XV, se marcó un segundo hito en las comunicaciones. Fue entonces, cuando Juan Gutenberg mejoró los antiguos tipos móviles de arcilla e incorporó la prensa, agilizando la labor de impresión y el ritmo de la circulación noticiosa. Recién ahí comenzó a palparse el significado de lo que sería la multiplicación de los textos. Hojas informativas, gacetas, mercurios, semanarios y periódicos, en general, comenzaron a nacer con mucha fuerza en algunos lugares del mundo. Posteriormente, éstos se expandieron aún más debido a la incorporación del ferrocarril, el cable submarino, el telégrafo, el teléfono. Inventos que acortaron las distancias y dieron paso a un proceso de "globalización" tanto en lo cultural como en lo informativo, marcando una nueva forma de entender al "Periodismo". No obstante, hacia fines del siglo XIX, en 1895, se introdujo un invento que sorprendió y cautivó a los hombres de aquel tiempo: el Cine. Este se transformó en un importante soporte para transmitir historia, cultura y acontecimientos. Fue el inicio de la aproximación a la imagen en movimiento, proyectada en una pantalla gigante. La imagen adquirió tal fuerza que, al cabo de 30 años (1927) se le agregó el sonido, lo que marcó otro nuevo acontecimiento. El cine desde entonces, no sólo formó parte de la entretención del hombre, sino que además adquirió una función informativa. Durante el período de las guerras mundiales, éste fue un medio que logró transmitir fieles imágenes de las angustiantes y crueles vivencias que marcaron aquellos años. De este modo, la cultura de lo audiovisual fue desarrollándose cada vez más, a tal punto que logró - en los años 40 - introducir la imagen en una pantalla pequeña, la que sólo en la década del 50 se conoció en los hogares de Estados Unidos: la Televisión. Ya en los '60, la televisión marcó un hito en el mundo entero, repercutiendo en . los medios escritos y radiales, debido a la atracción que ésta ejercía tanto en las personas como en los agentes empresariales. Todas estas transformaciones, han exigido al Periodismo ser una profesión que responda a las necesidades cambiantes de los nuevos tiempos y a las de la creciente modernización. Hoy, gracias a la incorporación de nuevas tecnologías y a la importancia que tiene la presentación visual, entregada tanto por la televisión como por la publicidad, la industria de los medios escritos está en plena efervescencia. Se transformó mediante la rápida adopción de la fotocomposición y de los computadores, técnicas que redujeron los costos de impresión permitiendo a los redactores manejar con una nueva velocidad y flexibilidad, tanto el contenido como el formato y, de esta manera, posibilitar la creación de diarios más atractivos para el lector 1 . Según Fidler 2 , únicamente aquellos periódicos que puedan lograr un equilibrio entre información creíble, de calidad y una presentación rápida e interactiva, tendrán la oportunidad de una vida larga y próspera. La opinión pública exige, acorde a los nuevos tiempos que se viven, una entrega de noticias de manera expedita y suficientemente completa para estar al día del acontecer nacional e internacional, en el menor tiempo posible y de manera entretenida. Bajo este prisma, la televisión, que amplió su horizonte incorporando nuevas señales de cable, se ha transformado en el medio que tiene mayor audiencia. Sin embargo, producto de la gran cantidad de información que circula a diario, las personas ya no son capaces de absorberlo todo, produciéndose una "ansiedad" por querer enterarse de lo que acontece de manera certera, rápida, creíble. Ciertamente, los mismos medios de comunicación están absortos ante tal dilema. Por lo que se prevé la posibilidad de intercambiar, entre ellos mismos, los conceptos utilizados simbólicamente para diferenciarse entre unos y otros. No queda otra alternativa. Los medios audiovisuales tendrán que emplear signos de los medios escritos y viceversa. Ya no se trata de seguir en una permanente lucha por captar solamente segmentos de públicos, rating, ventas y prestigio. Se trata de integrarse para no perder la esencia de la comunicación, el principio de la entrega noticiosa: informar con oportunidad y verdad a un público impaciente por saber lo que acontece en su entorno, confiados en la credibilidad que entregan dichos medios. Se trata de seguir por aquella senda y no de distorsionar el significado de una verdadera ciencia de la comunicación: el Periodismo. 1. Bogart, Leo. La Prensa y su Público, Ediciones Universidad de Navarra, S.A., Pamplona-España, 1985; p. 25. 2. Fidler, Roger (Periodista y Director del Laboratorio de Nuevos Medios de Knight Ridder de los EE.UU.), B diario que viene, Cuadernos de Información de la Pontificia Universidad Católica, n°9, 1992, p.24. Frente a este contexto los medios escritos de nuestro país no quedaron al margen. En 1994, se produjo una ola de transformaciones en los tabloides matutinos de Santiago, específicamente en Las Ultimas Noticias, La Tercera y La Nación. La presente investigación se referirá, específicamente, al caso de Las Ultimas Noticias, por ser éste el primer diario que sacó a la luz una nueva presentación de su portada. Cambio que acompañó con su transformación interior y su . traslado de lugar físico; de las dependencias de El Mercurio, al barrio Bellavista. Así fue como el 27 de marzo de 1994, Las Ultimas Noticias, medio perteneciente a la cadena de diarios de El Mercurio S.A.P., lanzó una nueva cara al público lector con un nuevo diseño. Una modificación de este tipo lleva consigo a una iniciación en lo que en un futuro, no muy lejano, será la creciente incorporación y rediseño de nuevas imágenes gráficas en los medios de comunicación de nuestro país. Esto, tanto en el campo visual como en el impreso. De esta manera, en la primeras páginas del presente estudio, se plantean los Objetivos y la Metodología. Luego, el Marco Teórico, que encierra todo el contexto sobre el cual se enarbola la importancia de la presentación visual. Después, en el capítulo En los Albores del Siglo XXI, se ·dan a conocer algunas tendencias hacia donde apuntan los tabloides con la incorporación de tecnología y se especifica el caso de la transformación de Las Ultimas Noticias, sin dejar de lado a los otros tabloides que también realizaron cambios gráficos en el transcurso del año 1994: La Tercera y La Nación. Finalmente se realiza un Análisis de las Portadas de Las Ultimas Noticias, que se divide en el análisis de su estructura global; el análisis específico de la tipografía de los titulares centrales; la temática de los mismos; y las fotografías. Tras ésto, se dan a conocer los resultados de un Estudio de Mercado, utilizado para determinar qué ocurrió con los niveles de lectura de Las Ultimas Noticias y de los demás diarios. Es decir, cómo fue percibido el cambio por el público lector. Como anexo se destaca la Historia de Las Ultimas Noticias, donde se dan a conocer los hitos más importantes de dicho tabloide.Ítem 3-M Model for Uncovering the Impact of Multi-level Identity Issues on Learners’ Social Interactive Engagement Online(Electronic Journal of e-Learning, 2019) Charbonneau-Gowdy, Paula; Chavez, JessicaA growing trend in higher education institutions (HE) to move course offerings to Blended Learning (BL) modes is challenging many of our traditional views and practices of teaching and learning. Part of the problem is that many of those working within these institutions at the macro, meso and micro levels have stubbornly resisted abandoning the view that knowledge is imparted by the institution and that knowledge is consumed by students. Advances in technology have upturned this positionality as learners and institutions alike realize that roles are evolving in the process of education. Tracking the scholarship on BL, for example, reveals a major issue preventing successful learning outcomes is reticence on the part of learners to be socially interactive and engaged online. Through the lens of socialcultural and identity theories and a conceptualization of engagement being composed of behavioural, emotional and cognitive components, this paper aims to respond to a call for greater insight into this pressing issue. With findings from a recent qualitative longitudinal study of a BL program in a large private-for-profit university in Chile we unravel the complex social psychological aspects that contribute to learners’ willingness, or unwillingness, to engage in interacting with others and with content online-an essential determinant of successful learning and quality BL programs. A critical discussion of the findings from multiple qualitative data sources reveals that the general lack of undergraduate students’ incentive to develop agency and adopt empowered learner identities characteristic of active participators online, is strongly influenced by the assumed or imposed identities of teachers, academic leaders and institutional decision makers that create a climate that fails to nurture community building in these contexts. Abundant evidence suggests a model for BL in HE that could lead to decisive, strategic and coordinated action at each level and measurable improvement in student online learning engagement and outcomes.Ítem Los 5 períodos del Diario La Segunda : 67 años de historia(Universidad Andrés Bello, 1999) Parodi S., Mariella; Mühlenbrock G., María José von; Cataldo Avilés, Zayda; Facultad de Humanidades y Educación; Escuela de PeriodismoA continuación presentamos nuestra memoria, cuyo objetivo es mostrar la historia del vespertino más importante que ha tenido nuestro país. Para ello, resumimos 67 años de historia, hitos y acontecimientos en estas páginas, que buscan dar una visión amplia al lector y servirle de herramientas para que juzgue, por sí mismo, la influencia que ha ejercido 'La Segunda' durante su trayectoria. El nuestro, no es un análisis sociológico, ni queremos mostrar la historia de nuestro país vista por este vespertino, sino que nos interesa realizar un reportaje en profundidad que permita conocer las transformaciones y evolución que ha sufrido este diario. Cabe consignar que esta investigación fue posible gracias a muchos periodistas y colaboradores que, aunque algunos no se mencionan en el texto, orientaron nuestro trabajo y nos permitieron recrear los cinco períodos del diario 'La Segunda', en 67 años de historia.Ítem A 214 años de Esclavitud (1780-1800)(Universidad Andrés Bello, 2014) Ordenes Lagos, Rodolfo André; Urra Jaque, Natalia; Facultad de Humanidades y EducaciónEl tráfico de esclavos negros que existió en los años 1780 a 1800 desde el puerto de V al paraíso a la ciudad del Callao en el virreinato del Perú. Siendo la hipótesis principal el individualizar el contrabando de esclavos negros a través de una vía legal mediante los mismos amos, que entregaban PODERES para su venta en la ciudad del Callao Perú durante un periodo de tiempo bien acotado, esto es entre los años 1780- 1800.Ítem A Bifactor Model of Subjective Well-Being at Personal, Community, and Country Levels: A Case With Three Latin-American Countries(Frontiers Media S.A., 2021-06) Torres Vallejos, Javier; Juarros Basterretxea, Joel; Oyanedel, Juan Carlos; Sato, MasatoshiImproving citizens' subjective well-being (SWB) has become an increasingly visible policy goal across industrialized countries. Although an increasing number of studies have investigated SWB at the individual level, little is known about subjective evaluation at social levels, such as the community and national levels. While the relationships between these levels have been analyzed in previous research, these assessments, which are part of the same unique construct of SWB, are under-investigated. The purpose of this study was to examine the dimensionality and reliability of a single measure of SWB, which contained individual, community, and national levels across three Latin-American countries (Argentina, Chile, and Venezuela), using a bifactor model analysis. Findings showed that the bifactor model exhibited a good fit to the data for the three countries. However, invariance testing between countries was not fully supported because of each item's specific contribution to both specific and general constructs. The analyses of each country showed that the SWB construct was in a gray area between unidimensionality and multidimensionality; some factors contributed more to the general factor and others to the specific level, depending on the country. These findings call for integrating more distant levels (community and country levels) into the understanding of SWB at the individual level, as they contribute not only to an overall construct, but they make unique contributions to SWB, which must be considered in public policy making. © Copyright © 2021 Torres-Vallejos, Juarros-Basterretxea, Oyanedel and Sato.Ítem A case study on how language learning strategies are fostered in an EFL chilean classroom context(Universidad Andrés Bello, 2016) Maggiolo Castro, Stefano Stefano; Navarro Pereira, Leonardo; Gómez Merino, Carol Grace; Facultad de EducaciónThis mixed-methods case study attempted to explore how Language Learning Strategies (LLS) are fostered within a secondary level Chilean EFL public school context, based on a teacher’s pedagogical actions. Through empirical observation, task analysis, and an interview, this thesis intended to unveil the rationale behind the predominance of certain LLS at expense of others. Previous studies and literature served as a reference to later on determine potential cohesion between background records and first-hand evidence, which proved to be in relative alignment. Accordingly, this paper looked forward to extrapolating thoughts and assumptions the teacher had about that strategy-fostering bias with objective information evidenced through the development of the tasks carried out during the observation period. The results drew a tendency placing Memory strategies among the rest as the most fostered category, whereas Compensation befell to be the least favored LLS category overall.Ítem A case study on the incorporation of metacognitive strategies as an effective tool to improve listening comprehension specifically pet standardized test in 1st year university students in Concepción(Universidad Andrés Bello, 2015) Arias Ibáñez, Eugenio; Popp Ward, Jennie; Facultad de Humanidades y EducaciónThis following research aims to identify the possible benefits of incorporating metacognitive strategies to improve the performance of listening comprehension in standardized tests. In order to carry out this research, an experimental design was selected where a pretest and a post-test were applied to a group of English pedagogy students from a private university in the city of Concepcion. The participants were exposed to the instruction and practice of metacognitive strategies to use them when it comes to develop listening comprehension tasks from the Preliminary English Test from Cambridge ESOL. A written questionnaire was answered by the students at the end in order to know how much the participants claim to use the taught strategies. Finally, the pre-test and post-test results of the participants were compared and analyzed, as well as the results of the questionnaires. The post test results showed a significant improvement in the students´ listening performance, establishing the use of metacognitive strategies as an useful tool to improve listening comprehension.Ítem A CO molecular gas wind 340 pc away from the Seyfert 2 nucleus in ESO 420-G13 probes an elusive radio jet(EDP Sciences, 2020) Fernández-Ontiveros, J.; Dasyra, K.; Hatziminaoglou, E.; Malkan, M.; Pereira-Santaella, M.; Papachristou, M.; Spinoglio, L.; Combes, F.; Aalto, S.; Nagar, N.; Imanishi, M.; Andreani, P.; Ricci, C.; Slater, R.A prominent jet-driven outflow of CO(2-1) molecular gas is found along the kinematic minor axis of the Seyfert 2 galaxy ESO 420-G13, at a distance of 340-600 pc from the nucleus. The wind morphology resembles the characteristic funnel shape, formed by a highly collimated filamentary emission at the base, and likely traces the jet propagation through a tenuous medium, until a bifurcation point at 440 pc. Here the jet hits a dense molecular core and shatters, dispersing the molecular gas into several clumps and filaments within the expansion cone. We also trace the jet in ionised gas within the inner ≲ 340 pc using the [Ne » II]12.8 μm line emission, where the molecular gas follows a circular rotation pattern. The wind outflow carries a mass of ∼8 × 106 M⊙ at an average wind projected speed of ∼160 km s-1, which implies a mass outflow rate of ∼14 M⊙ yr-1. Based on the structure of the outflow and the budget of energy and momentum, we discard radiation pressure from the active nucleus, star formation, and supernovae as possible launching mechanisms. ESO 420-G13 is the second case after NGC 1377 where a previously unknown jet is revealed through its interaction with the interstellar medium, suggesting that unknown jets in feeble radio nuclei might be more common than expected. Two possible jet-cloud configurations are discussed to explain an outflow at this distance from the AGN. The outflowing gas will likely not escape, thus a delay in the star formation rather than quenching is expected from this interaction, while the feedback effect would be confined within the central few hundred parsecs of the galaxyÍtem A comparative study of classroom environment of EFL classrooms in Santiago, Chile.(Universidad Andrés Bello, 2010) Alcaíno, Jacqueline; Casanova, Carlos; Córdova, Juan Ignacio; Fontana, Sofía; Giuliani, Fabrizzio; Riquelme, Paulina; Sánchez Pérez, Patricia; Facultad de Educación y Ciencias SocialesThis thesis is a descriptive, non-experimental, and longitudinal study which explores classroom climate of tour year-seven classrooms, all in different private school in Santiago, Chile. The study describes the climates and examines the correlation between the perceptions of the students, teachers, and observers. The classroom environment characteristics will be taken from different authors, included in the theoretical framework and then applied through three different instruments that will be used in those tour classrooms of the tour private schools. The study intends to evaluate, describe, and analyse the different characteristics of classroom environment, specifically in EFL classrooms in private Chilean schools and compare and contrast it with the literature available.Ítem A comparison between teachers' and students' perception of oral corrective feedback(Universidad Andrés Bello, 2009) Aguila Aguila, Daniela; Fuenzalida Maureira, Arturo; Pereira Merino, Marta; Ubeda Cabrera, Mauricio; Venegas Parra, Natalia; Frenzel Bonert, Mónica; Facultad de Educación y Ciencias SocialesLas prácticas de corrección y retroalimentación utilizadas por educadores del idioma Inglés son uno de los elementos más relevantes en el proceso de aprendizaje de este idioma por parte de los estudiantes. Por esta razón, la presente investigación busca analizar y comparar las opiniones que los estudiantes y profesores tienen acerca de la corrección de errores, los sentimientos que producen distintos tipos de correcciones, los elementos que el profesor considera al momento de corregir y la frecuencia de corrección presente en la sala de clases.Ítem A comparison of native and non-native english speaker teachers about young language leaners' oral production assessment(Universidad Andrés Bello, 2013) Pantoja Silva, Mariela; Brauchy, José Gabriel; Facultad de Humanidades y EducaciónThe teaching of English language has become a major subject in today‟s society. With the rapid spread of English for commercial and economic purposes, English has turned into the language of the world. Teaching a foreign language supposes a series of challenges, being the assessment of oral language production a major and hard task for teachers. A question emerges when thinking about assessment in a foreign language, is this hard only for non native English speaker teachers? Thus, the main objective of this study is to find out whether there are differences or similarities between native English speaker teachers (NESTs) and non native English speaker teachers (NNESTs) when rating young learners‟ oral language production. Data for this study derived from a survey, observations and interviews to the two samples: a NNEST and a NEST at a private bilingual school. The findings suggest that there are some differences when these teachers rate students‟ oral performance although the differences are not significant.Ítem A comparison of oral evaluation rating by native English speaker teachers and non-native, English speaker teachers: a small scale research-based study(Universidad Andrés Bello, 2011) Baitman, Brittany; Véliz Campos, Mauricio; Facultad de Educación y Ciencias SocialesThis study attempts to explore the differences and similarities between native English speaker (NES) teachers and non-native English speaker (NNES) teachers in their oral evaluation ratings ofthe same university level English language learners. To this effect, the iBT/Next Generation TOEFL Test Independent Speaking Rubric and a questionnaire were employed. The results reveal that NES teachers are more lenient in their oral evaluation ratings than NNES teachers. In regards to the questionnaire employed, it was found that NES teachers take into consideration the aspects of fluency and pronunciation more so than NNES teachers when orally assessing students, while NNES teachers take more into consideration the aspects of grammatical accuracy and vocabulary. Further research is required in the area of oral assessment specifically pertaining to nationality, age, work experience, and knowledge of a second language.Ítem A Corpus-Based intruction to learning and using collocations in a translation/interpretation program. Analyzing trainee students and teachers' perceptions(Universidad Andrés Bello, 2015) Rivera Cid, Rocío; Rosas Maldonado, Maritza; Facultad de Humanidades y EducaciónThis study attempts to investigate the perceptions of college students from a Translation/Interpretation Program regarding the learning and using of collocations through the Corpus of Contemporary American English. It also aims to determine the perceptions of teachers, translators and interpreters on collocational competence and a corpus-based instruction to using and translating collocations. A purposive sample of 15 students participated in a corpus-based instruction of learning collocations through the corpus. After each intervention session, the students were requested to complete a journal entry to reflect on their learning experience. In addition, 4 students were asked to participate in a focus group once the intervention sessions were finished. Finally, two teachers, two translators, and one interpreter were interviewed to elicit their perceptions of collocational competence and a corpus-based instruction. The data collected from the instruments were analyzed by means of Grounded Theory. Main findings show that the students perceived the learning and using of collocations through the Corpus of Contemporary American English as beneficial. Likewise, the teachers, translators and interpreters interviewed considered collocational competence and a corpus-based instruction to be significantly favorable. A more in-depth and extended study is advised to obtain more insight into the effectiveness of using corpora for the teaching and learning collocations in the field of Translation/Interpretation.Ítem A critical analysis of an english language teacher education program in Chile the role of curriculum desing in a competency-based educational model(Universidad Andrés Bello, 2013) Finley Osben, Aileen Alexandra; Véliz Campos, Mauricio; Facultad de Humanidades y EducaciónThe present study aims to determine the extent to which the design of a Chilean Second Language Teacher Education (SLTE) program’s language curriculum supports the achievement of an advanced level of English language proficiency at program completion. This language curriculum is competency-based, and underpinned by a technical-rationalist perspective of curriculum. To this end, a content analysis of the syllabi in the language strand of the curriculum was applied in reference to six pre- established categories: 1) presence of objectives, 2) competency descriptions, 3) syllabus design, 4) articulation among courses, 5) balanced inclusion of the four language skills, and 6) articulation towards advanced language proficiency. Data gathered through the content analysis was compared with that collected through four semi-structured interviews with university instructors from within the program. It was also cross-referenced with the Common European Framework of Reference (CEFR) and the British Council-EAQUALS Core Inventory for General English for purposes of determining articulation among courses and towards the pre-established exit goal of advanced language proficiency. The results clearly establish that the language curriculum does not meet the tenets of a competency-based language program, and therefore must be taken into consideration when analyzing the weak results of high- stakes testing conducted in this learning context.Ítem a culpa de ser extranjero : riesgo social de los inmigrantes peruanos : comuna de Santiago y Recoleta(Universidad Andrés Bello, 2008) Hernández Araya, Sindy Marcela; Grifferos, Alejandra,; Facultad de Ciencias Jurídicas.; Escuela de Trabajo Social.El principal objetivo que esta investigación pretende responder es determinar cuáles son los riesgos sociales a los que se enfrentan los inmigrantes peruanos que viven en Chile y que residen en las Comunas de Santiago y de Recoleta. Para cumplir el objetivo planteado, la metodología que en esta investigación utilizará será de tipo descriptivo y comparativo, el diseño del mismo será transeccional y no experimental, pues la misma será efectuada en un solo momento y no existirá manipulación de variables. Los resultados obtenidos mediante esta investigación señalan que los riesgos sociales a los cuales los inmigrantes peruanos deben enfrentarse a la hora de decidir radicarse en nuestro país son muy elevados y diversos, destacando principalmente el riesgo a la discriminación, el cual se manifiesta a través de prácticas burlescas, xenófobas y la negación al trabajo por parte de los chilenos, sólo por mencionar algunas. Esta situación genera en los inmigrantes altos estados de angustia y soledad, provoca que estos mismos se auto marginen y formen complejas comunidades entre sus compatriotas, compartiendo casi de manera exclusiva sólo con los miembros integrantes de la colectividad.Ítem A descriptive and correlational study about language teaching strategies of novice teachers and undergraduate students of an english teaching university program(Universidad Andrés Bello, 2015) Verdugo Plaza, Fernando Andrés; Balbontín, Roxana; Facultad de Humanidades y Educación; Escuela de EducaciónTeacher competence in language teaching is a very relevant concern in education. To be an efficient teacher of English one must exhibit appropriate knowledge and expertise to teach students in a classroom. Consequently, this study attempts to describe the relationship between the practice of the profession and the development of the language teaching strategies in novice teachers and undergraduate students. To this end, data was collected using two instruments. The first instrument was the Teaching Knowledge Test (TKT) and the second one was a survey. The findings reported that most of the undergraduate students and most of the novice teachers of English have an adequate level of teaching knowledge. This was reflected in the results of the TKT test. On the other hand, the results of the survey, show that novice teachers and undergraduate students believe their teaching practices influence their decisions inside of the classroom more than theory. The findings expect to provide input to an English language teacher program in a private university.Ítem A descriptive study of languaje learning strategy use of nursing and mechanics students at a ? Comunity College? in Maipú(Universidad Andrés Bello, 2011) Cerda Muñoz, Marisol AndreaThis study aims to determine which are the Language Learning Strategies (LSSs) used by students from the Mechanics and Nursing programs at a Community College in Maipú, at the same time; it attempts to find out if the frequency in the use of these strategies and its nature are somehow related to students performance in English as a subject. In arder to carry out this study, two different instruments were chosen: the SILL questionnaire and the 'Think Aloud' technique. The results reveal that students from both programs use different kinds of learning strategies and that at the same time, students from the Nursing program are the ones who show a higher frequency in the use of these strategies. This study also reveals that the use of these strategies may have an influence on students' performance, since students who obtained higher mean seores on the use of LLSs are the ones who also obtained a higher final grade at the end of English Basic 11. Finally, it is noteworthy to mention that this study will benefit English teachers who aim at helping their students to develop language learning. The identification of the Language Learning Strategies used by students at these two programs will allow their teachers to help them to feel more motivated when learning a foreign language.Ítem A descriptive study of the types of methodologies that are currently used to each english to high school students in Viña del Mar, to suggest a suitable pedagogic method that will help or facilitate the language learning process in students of ninth grade.(Universidad Andrés Bello, 2009) Faúndez Rivas, Belén Catalina; Huerta Arias, Natalia Susana; Moltedo Neuweiler, Constanza Andrea; Sanguineti Abascal, Paula Carolina; Sanhueza Pinto, Daniela Andrea; Vargas Jara, Johana Angélica; Casanueva Claverie, Ximena; Paredes Barrientos, Ricardo Isaac; Facultad de Educación y Ciencias SocialesEl presente trabajo de investigación está referido a un "Estudio descriptivo de tipos de metodologías que se emplean en la enseñanza del inglés en Educación Media en la comuna de Viña del Mar, y sugerencia metodológica pedagógica que facilite el aprendizaje del idioma inglés en los alumnos de primer año de Enseñanza Media". Esta investigación está bajo el prisma y paradigma cualitativo y fue realizada en el afio 2008 entre los meses de Agosto y Noviembre por las alumnas tesistas de la Universidad Andrés Bello Viña del Mar, Carrera Pedagogía en Inglés, Facultad de Humanidades y Educación. Su contenido recoge datos y evidencias de los diferentes tipos de metodologías de enseñanza que se utilizan en la asignatura de inglés, considerando los niveles de percepción y apreciación de la asignatura de inglés en primer año de Enseñanza Media de los directivos, docentes, profesores de la asignatura de inglés, profesores jefe y alumnos participantes de la investigación. En el trabajo de campo se aplicaron técnicas de recolección de información y datos en un estudio cualitativo donde se consideró la entrevista en profundidad, una pauta de observación en el aula, un Focus Group para un sondeo de opinión de los alumnos, y las vivencias de las alumnas que participaron de la investigación en sus períodos de prácticas profesionales, a través de un método especial de investigación ORA (observar, reflexionar y analizar).Ítem A descriptive study on writing performance of 8th graders from a public school(Universidad Andrés Bello, 2011) Catalan Diaz, Erica Cecilia; Ramirez Gonzalez, Daniela Paz; Lobos, Leyla; Facultad de EducaciónWriting in a foreign language is an arduous task, since it requires handling a wide range of linguistic and cognitive abilities. On one hand, it demands to have the knowledge of the language system, choosing the correct spelling, vocabulary, word formation and grammatical structure. On the other hand, it requires developing mental abilities such as generating ideas, ordering, prioritizing and organizing concepts and opinions. Moreover, writers also need to know the steps involved in the process of writing along with the expected characteristics of their written outcomes. Writing is an ability that has to be taught and practiced in the classroom. However, there are pedagogic practices that may hinder the developing of writing skills in students, instead of promoting them. For example, learners might be encouraged to participate in written activities without the knowledge and the skills required to achieve this type of communication. Sometimes, learners are asked to perform written tasks with higher levels of complexity without being exposed to a systematic practice and reflection on the skills involved in this process. Besides, some teachers, in some circumstances, have not been able to incorporate recent ideas about the development of writing into their pedagogy because of pressures of time, assessment or requirements of the syllabus. Therefore, some students have not had the chance to receive explicit instruction on writing processes, type of texts or the steps involved in written communication. Finally, those students who use texts and materials delivered by the government might be, somehow, excluded from achieving communicative language competences, since these textbooks are especially oriented to promote the development of receptive abilities such as reading and listening more than emphasizing the four language skills.