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This paper reports on research designed to explore collaborative practices between language teaching experts and in-service teachers. This collaboration sought to understand what teaching English effectively meant in the Chilean public-school system. The findings of the study were generated using a Delphi-based panel of Chilean English language educators identified as experts, including classroom teachers, university-based teacher educators, and educational researchers. The results generated a framework of potential core practices that could afford more effective teaching approaches. Results may inform other contexts as to how to develop more collaborative instances as a means of envisioning core-teaching practices as a participatory process.