Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program

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Detalles Bibliográficos
Publicado en:	Profile vol. 27, no. 1 (Jan-Jun 2025), p. 133
Autor principal:	Vega-Abarzúa, Jessica
Otros Autores:	Morales, Marco, Olivo, Constanza, Rubilar, Francisca, Gutiérrez-Turner, Eduardo
Publicado:	Universidad Nacional de Colombia
Materias:	Chile Linguistic competence Student teachers Preservice teachers Teacher education English proficiency English teachers TESOL Second language teachers English as a second language instruction Teachers Educational programs Attitudes Perceptions Preservice training Competence Positive Attitudes Communicative Competence (Languages) Achievement Tests Language Teachers Graduation Requirements Teacher Competencies Interviews English Teacher Education English (Second Language) Language Tests Reference Materials Teacher Education Programs Language Attitudes Language Proficiency English Preservice Teacher Education
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Descripción
Resumen:	This mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest that perceived linguistic competence improves as students advance academically. Although participants’ understanding of the C1 level was often fragmented, they acknowledged the difficulty of achieving it and the importance of mastering grammar by graduation. Despite challenges, participants held positive attitudes toward the C1 standard. These findings aim to help teacher education programs better support preservice teachers’ progress toward C1 proficiency. Este estudio mixto examinó las percepciones de docentes en formación sobre el dominio del inglés C1, centrándose en su competencia lingüística, comprensión, actitudes y desafíos. Realizado en una universidad en Ñuble, Chile, con 13 participantes, los datos se recopilaron mediante un cuestionario cerrado y una entrevista semiestructurada. Los resultados sugieren que la percepción de competencia lingüística mejora con el avance académico. Aunque su comprensión del nivel C1 era fragmentada, los participantes reconocieron la dificultad e importancia de dominar la gramática al graduarse. Pese a los desafíos, mostraron actitudes positivas hacia este estándar. Estos hallazgos buscan ayudar a los programas de formación docente a apoyar mejor el progreso de los futuros docentes hacia la competencia C1.
ISSN:	1657-0790 2256-5760
DOI:	10.15446/profile.v27n1.115643
Fuente:	Research Library