Véliz Campos, MauricioFinley Osben, Aileen AlexandraFacultad de Humanidades y Educación2021-09-202021-09-202013http://repositorio.unab.cl/xmlui/handle/ria/20306Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera)The 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.esEnseñanzaInglésInvestigacionesProfesores de InglésDiseño CurricularFormación ProfesionalChileRegión del Bío-BíoConcepciónTesis