<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032018000100133</article-id>
<article-id pub-id-type="doi">10.15517/aie.v18i1.31323</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Chilean young learners&#8217; perspectives on their EFL lesson in primary schools]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas de la niñez chilena acerca de su clase de inglés como idioma extranjero en establecimientos de educación primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inostroza A.]]></surname>
<given-names><![CDATA[Maria-Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>133</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032018000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032018000100133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032018000100133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Latest research in the field of applied linguists suggests that giving children a participatory and active role in the development of their foreign language skills could help teachers reveal overlooked aspects of language learning. Furthermore, challenging the role given to children in language learning research could provide useful insights about the learning processes. In this regard, little is known in the field of primary English language teaching in Latin America. In the case of Chile, the Curriculum Framework for primary English language teaching considers the relevance of children&#8217;s experiences as part of their learning process; however, reference to their active involvement in this process is still scarce. This article aims at identifying the perspectives about the English lesson of a group of fourth graders from state-funded schools in Chile. Through an exploratory study of qualitative nature, the viewpoints of 16 children are collected through semi-structured group interviews. The data from the four group interviews are interpreted by content analysis resulting into two categories, and five subcategories related to likes, dislikes, perceived value of learning English, hands-on activities and feedback. The findings suggest that given the chance, children are able to consistently reflect on their learning process and experiences. These learners pointed out preferences for hands-on activities and the relevance of opportunities for obtaining feedback as contributing experiences for successful language learning. Similarly, these results illustrate that, by considering perspectives from outside applied linguistics, researchers could uncover factors present in the language learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación más reciente en el área de la lingüística aplicada sugiere que darles a los niños y a las niñas un papel participativo y activo en el desarrollo de habilidades de un idioma extranjero les permitiría a las personas docentes descubrir aspectos ignorados del proceso de aprendizaje de un idioma extranjero. Aunado a ello, cuestionar el papel que se le da a la niñez puede servir para develar los procesos de aprendizaje. En Latinoamérica, poco se sabe de este tema en el área de la enseñanza de inglés en Educación Primaria. En el caso de Chile, las bases curriculares para la enseñanza de inglés, en educación primaria, consideran que las experiencias de los y las infantes son relevantes para el proceso de aprendizaje. Sin embargo, se hace nula referencia al rol activo que tienen en este proceso. Este artículo tiene como objetivo identificar las perspectivas de un grupo de estudiantes de cuarto año de Educación Primaria de establecimientos educacionales, con financiamiento estatal en Chile, respecto de la clase de inglés. Mediante un estudio exploratorio cualitativo se recogen los puntos de vista de 16 estudiantes, a través de entrevistas grupales semi estructuradas. Los datos de las cuatro entrevistas grupales son interpretados con la técnica de análisis de contenido, que permitió levantar dos categorías y cinco subcategorías relacionadas con las actividades favoritas y menos preferidas, sus percepciones sobre el valor del aprendizaje de inglés, las actividades dinámicas y retroalimentación. Los resultados sugieren que, cuando se le da la oportunidad a la niñez, son capaces de reflexionar coherentemente acerca de sus procesos y experiencias de aprendizaje. Este grupo de estudiantes destaca la preferencia por actividades dinámicas, además de la relevancia de las oportunidades de obtener una retroalimentación. Asimismo, estos resultados ilustran que al considerar perspectivas fuera de la lingüística aplicada, los investigadores pueden descubrir factores poco explorados en el proceso de aprendizaje de un idioma extranjero.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[english]]></kwd>
<kwd lng="en"><![CDATA[second language instruction]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de una segunda lengua]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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