ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in this book. The book demonstrates professional and personal commitment to understanding the nature of ELT and English-language teacher education in Chile. In the Chilean context, pre-service teachers learn to teach EFL as they engage in a collective goal-oriented activity within university and school-based learning environments. Learning to teach EFL from a holistic perspective has contributed to the examination of EFL pre-service teachers' learning as a social activity set in university coursework and schools in Chile. Second-language teacher education (SLTE) programmes have to analyse and evaluate their practices and face the problematic nature of teaching English in a globalised world, reconsidering the role of the English language beyond economic and social developments. Chilean SLTE programmes also considers implementing more professional development opportunities for their graduates and novice teachers. Pre-service teachers accommodated their notions of good language teaching according to the class and school requirements.
