Differientated english classrooms in Chile: understanding the learning experiences of high and low-achieving students.

Abstract

The aims of this study are: (A) to investigate whether the effects of tracking reported in studies across the world are also present inside a Chilean school and (B) to suggest ways of improving the school’s method if deemed necessary. This thesis is centered on the following research questions: (1) Do the negative effects of tracking mentioned in previous research papers also happen in the Chilean context and, if so, in what ways?; (2) What are the intended goals of the school in applying this method, and to what extent are they being achieved in this particular context?; and (3) What are the coping mechanisms of each teacher when faced with their set’s specific needs and, to what extent do they seem to adapt to their students’ perceived difficulties?.