Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa / The study reported in this thesis had the objective of analysing the theoretical basis of the textbook Strategies for motivating and managing the Chilean classroom by examining the main motivational theories and approaches present in it. It can be characterised as an exploratory and descriptive study and takes a qualitative form based and supported by observations of teaching activities. Strategies for motivating and managing the Chilean classroom was written in 2011 by Martha Epperson and Michelle Rossman, two English language experts from Georgetown University. The objective of Epperson’s book is to propose strategies and activities to put into practice in Chilean language classroom in order to manage and motivate the students to learn the English language. Each section of the book contains suggestions and activities to apply in an English language classroom in Chile. The authors claim that all the activities and strategies in the textbook were proved in the Chilean language classrooms context up to forty-five students. The textbook was analysed using a taxonomy elaborated considering the four historical periods of the research of motivation and the most important contemporary theories of motivation according to Dörnyei (2001, 2011). The results of the study showed a predominance of the social approaches in the activities analysed even though it was found that the theoretical basis for motivation were not indicated explicitly in the textbook.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa / Durante las últimas décadas, una gran cantidad de institutos privados de idiomas se han establecido como un medio importante para aprender inglés en Chile. Sin embargo, escasa atención se ha puesto a los temas de ideologías lingüísticas y representaciones sociales detrás de estas instituciones. Por lo tanto, el objetivo de este estudio es caracterizar su relación con el inglés como lengua extranjera (ILE) y sus implicaciones sociales, políticas y pedagógicas en el proceso de enseñanza y aprendizaje en dos institutos privados de inglés de Santiago de Chile, Instituto Chileno-Británico de Cultura y Talk Chile. Para esto, 17 participantes fueron seleccionados considerando los tres actores sociales principales de los institutos. En el caso de los profesores y los coordinadores académicos, se hicieron entrevistas semi-estructuradas, mientras que en el caso de los estudiantes se llevaron a cabo dos focus groups. Los resultados muestran que las categorías principales que emergieron de los datos, como ideologías lingüísticas románticas e instrumentales, implicancias pedagógicas y representaciones sociales en publicidad inciden en las creencias de las personas al considerar el inglés como elemental, global y esencial en su vida profesional y diaria. / In the last decades, many private language teaching schools (PLTS) have established themselves as a prominent medium for learning English in Chile. Nevertheless, scarce attention has been paid to issues regarding the language ideologies and the social representations behind these institutions. Consequently, the aim of this study is to characterize them concerning English as a Foreign Language (EFL) and its social, political, and pedagogical implications in the process of teaching and learning in two PLTS from Santiago de Chile, Instituto Chileno-Británico de Cultura and Talk Chile. To accomplish this, 17 participants were selected among the three main social actors. Semi-structured interviews were carried out in the case of teachers and academic coordinators, while two focus groups were conducted in the case of the students. Results depict that the main categories, such as romantic and instrumental linguistic ideologies, pedagogical issues and social representations in advertising have an incidence in people’s beliefs when considering English as elemental, global and essential in their professional and daily life.