Preservice Teachers’ Perceptions of C1 English Proficiency in a Chilean Teacher Education Program

Published

2025-01-13

Percepciones de docentes en formación sobre el nivel de dominio de inglés C1 en un programa chileno de formación docente

Keywords:

C1 level, Common European Framework of Reference for Languages, English language proficiency, English language teaching standards, teacher education (en)
estándares para la enseñanza del inglés, formación docente, nivel C1, nivel de dominio del inglés, Marco común europeo de referencia para las lenguas (es)

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Authors

Jessica Vega-Abarzúa Universidad Adventista de Chile https://orcid.org/0000-0002-5260-5584
Marco Morales Universidad Adventista de Chile https://orcid.org/0009-0005-6071-7446
Constanza Olivo Universidad Adventista de Chile https://orcid.org/0009-0003-9113-7255
Francisca Rubilar Universidad Adventista de Chile https://orcid.org/0009-0000-6759-8244
Eduardo Gutiérrez-Turner Universidad Adventista de Chile https://orcid.org/0000-0002-2983-0513

Abstract (en)
Abstract (es)

This mixed-methods study examined preservice teachers’ perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest that perceived linguistic competence improves as students advance academically. Although participants’ understanding of the C1 level was often fragmented, they acknowledged the difficulty of achieving it and the importance of mastering grammar by graduation. Despite challenges, participants held positive attitudes toward the C1 standard. These findings aim to help teacher education programs better support preservice teachers’ progress toward C1 proficiency.

Este estudio mixto examinó las percepciones de docentes en formación sobre el dominio del inglés C1, centrándose en su competencia lingüística, comprensión, actitudes y desafíos. Realizado en una universidad en Ñuble, Chile, con 13 participantes, los datos se recopilaron mediante un cuestionario cerrado y una entrevista semiestructurada. Los resultados sugieren que la percepción de competencia lingüística mejora con el avance académico. Aunque su comprensión del nivel C1 era fragmentada, los participantes reconocieron la dificultad e importancia de dominar la gramática al graduarse. Pese a los desafíos, mostraron actitudes positivas hacia este estándar. Estos hallazgos buscan ayudar a los programas de formación docente a apoyar mejor el progreso de los futuros docentes hacia la competencia C1.

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