In our globalized world today, English has developed into the worldwide
language. Chilean leaders, in connection to their development goals to reach a developed
country status by 2020, have highlighted the need for Chilean citizens to become
bilingual in order to attract foreign investment and further integrate into the world
market. Leaders also highlight how English education will serve as an equalizing
measure to combat the socioeconomic inequality that has plagued this country since
Spanish colonization. While the economic benefits are clear, questions remain as to what
the social and cultural costs will be. This research project presents how a group of
Chilean students feels in regards to their leader’s goal of creating a bilingual citizenry: do
they see English proficiency as advantageous or a threat to Chilean cultural individuality.
This thesis answers the questions: (a) do Chilean students agree with the government that
becoming bilingual will raise Chile to a developed country? (b) do they think that they
will personally benefit from learning English and (c) what changes do they deem
necessary if English education programs are to continue in Chile?
","abstract_html":"<p>In our globalized world today, English has developed into the worldwide</p> <p>language. Chilean leaders, in connection to their development goals to reach a developed</p> <p>country status by 2020, have highlighted the need for Chilean citizens to become</p> <p>bilingual in order to attract foreign investment and further integrate into the world</p> <p>market. Leaders also highlight how English education will serve as an equalizing</p> <p>measure to combat the socioeconomic inequality that has plagued this country since</p> <p>Spanish colonization. While the economic benefits are clear, questions remain as to what</p> <p>the social and cultural costs will be. This research project presents how a group of</p> <p>Chilean students feels in regards to their leader’s goal of creating a bilingual citizenry: do</p> <p>they see English proficiency as advantageous or a threat to Chilean cultural individuality.</p> <p>This thesis answers the questions: (a) do Chilean students agree with the government that</p> <p>becoming bilingual will raise Chile to a developed country? (b) do they think that they</p> <p>will personally benefit from learning English and (c) what changes do they deem</p> <p>necessary if English education programs are to continue in Chile?</p>","abstract_has_math":false,"creators":["Byrd, Kortnee"],"institution":null,"degree_name":"Master of Arts in International Studies","degree_level":"Thesis","degree_discipline":"International Studies","degree_department":null,"school":null,"contributors":["Dr. Emma Fuentes"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-04-17T07:00:00Z","date_published":"2013-04-17T07:00:00Z","updated_at":"2026-07-24T05:42:43Z","subjects":["Chile","bilingual education","English education","development","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/thes/57","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Emma Fuentes"]},{"key":"dc:creator","label":"Author","values":["Byrd, Kortnee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-04-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Chile","bilingual education","English education","development","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/thes/57"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In our globalized world today, English has developed into the worldwide
language. Chilean leaders, in connection to their development goals to reach a developed
country status by 2020, have highlighted the need for Chilean citizens to become
bilingual in order to attract foreign investment and further integrate into the world
market. Leaders also highlight how English education will serve as an equalizing
measure to combat the socioeconomic inequality that has plagued this country since
Spanish colonization. While the economic benefits are clear, questions remain as to what
the social and cultural costs will be. This research project presents how a group of
Chilean students feels in regards to their leader’s goal of creating a bilingual citizenry: do
they see English proficiency as advantageous or a threat to Chilean cultural individuality.
This thesis answers the questions: (a) do Chilean students agree with the government that
becoming bilingual will raise Chile to a developed country? (b) do they think that they
will personally benefit from learning English and (c) what changes do they deem
necessary if English education programs are to continue in Chile?
"]},{"key":"dc:title","label":"Title","values":["Reactions to English Language Learning in Chile as a Means for Personal and National Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Emma Fuentes"],"dc:creator":["Byrd, Kortnee"],"dc:date.available":["2013-04-18T07:00:00Z"],"dc:description.abstract":["In our globalized world today, English has developed into the worldwide
language. Chilean leaders, in connection to their development goals to reach a developed
country status by 2020, have highlighted the need for Chilean citizens to become
bilingual in order to attract foreign investment and further integrate into the world
market. Leaders also highlight how English education will serve as an equalizing
measure to combat the socioeconomic inequality that has plagued this country since
Spanish colonization. While the economic benefits are clear, questions remain as to what
the social and cultural costs will be. This research project presents how a group of
Chilean students feels in regards to their leader’s goal of creating a bilingual citizenry: do
they see English proficiency as advantageous or a threat to Chilean cultural individuality.
This thesis answers the questions: (a) do Chilean students agree with the government that
becoming bilingual will raise Chile to a developed country? (b) do they think that they
will personally benefit from learning English and (c) what changes do they deem
necessary if English education programs are to continue in Chile?
"],"dc:identifier":["https://repository.usfca.edu/thes/57"],"dc:subject":["Chile","bilingual education","English education","development","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["Reactions to English Language Learning in Chile as a Means for Personal and National Development"],"thesis:degree_discipline":["International Studies"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in International Studies"]},"updated_at":"2026-07-24T05:42:43Z"}