Introduction – exploring avenues for the transformation of teaching and learning English in Chile

This chapter introduces the context and key issues explored in the book, providing a critical overview of each of the chapters. It begins by outlining the historical and contemporary landscape of English language teaching (ELT) in Chile, and then moving to consider how English was integrated into the national curriculum. A critical reality—the persistent socio-economic disparities affecting language acquisition and proficiency—is considered in the context of the persistence of neoliberal educational policies that have led to pronounced levels of school segregation and inequitable resource allocation. Reflecting on the inequities and social injustices in English language education, the chapter details the editors’ collective commitment in developing the volume to critically analysing contemporary ELT practices and exploring prospective opportunities for transformative change. The chapter emphasises that this work can act as a potential catalyst for practitioners, educators, and scholars to use these insights, experiences, and innovations to foster critical dialogue on curriculum, policy, and pedagogical practices with an orientation toward transformative change.