In-service teachers’ challenges to implementing an approach to critical thinking and critical reading in Chile

The present study reports on the challenges of implementing an approach to critical thinking and reading in English language teaching (ELT) Chile. Participants this research are in-service teachers enrolled a Master’s course Teaching as Foreign Language (TEFL) In order develop construct thorough understanding participants’ past academic literacy experiences, they were invited for one-to-one meetings (semi-structured interviews) where, rather than reminiscing about encouraged engage narratives their experiences with developing socially awareness at university, current practices. Analysis accounts revealed, first foremost, pervasive presence practices that reflect favor strong culture compliance over reflection, and, secondly, great concerns lack systematic preparation teacher education (ETE) programs implement more stance toward reading. paper concludes by interrogating challenging university that, based views, seem replicate reproduces both social cultural inequalities.