Véliz Campos, MauricioChandía Baeza, MauricioMuñoz Muñoz, BelénFacultad de Humanidades y Educación2021-09-172021-09-172013http://repositorio.unab.cl/xmlui/handle/ria/20291Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)The Chilean Ministry of Education frameworks the teaching of English, by and large, in the Communicative Approach. This study attempts to determine the degree of congruence between the methodologies used within English classrooms and the tenets proposed by the Communicative Approach, in three municipal schools in Hualpén. To this end, data was collected from three English language teachers and five students randomly selected from each the three teachers’ classes. A semi-structured interview was used with the former participants and a focus interview with the latter. Also, a content analysis procedure was used to carefully examine the teachers’ lesson plans. The results suggest that despite the use of different proposals of the Communicative Approach, communicative competence is not being enhanced among students who do not have the possibility to use the English language as a communicative tool.esInglésEnseñanzaHablantes ExtranjerosInvestigaciones.MetodologíaConcepciónChileRegión del Bío-BíoTesis