Following various education policies which failed to guarantee the educational integration of migrant pupils in Chilean public schools, a “temporary school identification number” was introduced in January 2017, with the purpose of securing these children’s rights to access and stay in school. Given the current lack of information regarding the effectiveness of this public policy, the present article explores how this normative has been implemented in Chilean schools. Employing a qualitative descriptive design, the article is based on 8 semi-structured interviews with the school principals and the administrative officers of 4 schools in Santiago. The results show that this normative is generally effective in ensuring access and stay in school for the migrant pupils. Nevertheless, the results also pinpoint the lack of a complementary education policy that systematically guides schools with regards to curricular adaptation, academic leveling, and reception plans, three elements that play a key role in the educational attainment of migrant pupils in Chile.
INVESTIGACIONESTransitando de estudiante a profesor: rearticulaciones en el tercer espacio de una práctica temprana comunitaria The transition from student to teacher: students' negotiations in the third space of an early community practicum RESUMEN El artículo analiza las experiencias de tres estudiantes de tercer año de pedagogía en inglés que asumieron el rol de profesores en el marco de un proyecto que funcionó como una práctica temprana comunitaria; los estudiantes dirigieron talleres de reforzamiento de inglés a un grupo de alumnos de primero a cuarto básico en una comuna con un alto índice de pobreza. Utilizando el concepto de tercer espacio de Homi Bhabha, el artículo explora el impacto de esta práctica en la trayectoria profesional de los estudiantes. Durante la práctica, ellos se encuentran en un tercer espacio, siendo ni estudiantes, ni profesores, sino que algo entre medio. Se argumenta que este espacio hibrido permite una transición parcial de estudiante a profesor, que se manifiesta a través de una serie de negociaciones de tensiones. Por tanto, el artículo analiza las principales rearticulaciones que este proceso genera desde la perspectiva de los estudiantes.Palabras clave: tercer espacio, hibridez, prácticas tempranas comunitarias, transición, educación ABSTRACT The article explores the experiences of three third-year Chilean EFL student teachers who took on the role of teachers in a community engagement project based in Santiago during the first semester of 2017. During this early community practicum, the task of the students was to conduct extracurricular English workshops for a group of pupils coming from disadvantaged backgrounds. Using Homi Bhabha's concept of third space, the article focuses on the impact that this practicum had on the professional trajectory of the students. While on placement, they find themselves in a third space, being neither students, nor teachers, but somewhat in-between. It is argued that this hybrid space entails a partial transition from student to teacher, which manifests itself through a series of tensions that are negotiated during this process. As a result, the article analyses some of their most important beliefs that change as a result of this placement.
This article analyses the politics of English, and translation into Englishness, in the film Dirty Pretty Things (Frears). With a celebrated multilingual cast, some of whom did not speak much English, the film nevertheless unfolds in English as it follows migrant characters living illegally and on the margins in London. We take up the filmic representation of migrants in the "compromised, impure and internally divided" border spaces of Britain (Gibson 694) as one of translation into the imagined nation (Anderson). Dirty Pretty Things might seem in its style to be a kind of multicultural "foreignized translation" which reflects a heteropoetics of difference (Venuti); instead, we argue that Dirty Pretty Things, through its performance of the labour of learning and speaking English, strong accents, and cultural allusions, is a kind of domesticated translation (Venuti) that homogenises cultural difference into a literary, mythological English and Englishness. Prompted by new moral panics over immigration and recent UK policies that heap further requirements on migrants to speak English in order to belong to "One Nation Britain" (Cameron), we argue that the film offers insights into how the politics of British national belonging continue to be defined by conformity to a type of deserving subject, one who labours to learn English and to translate herself into narrow, recognizably English cultural forms. By attending to the subtleties of language in the film, we trace the pressure on migrants to translate themselves into the linguistic and mythological moulds of their new host society.
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