Abstract This article reports on a study that sought to identify a set of core practices for teaching English more effectively in a Chilean EFL context. The findings of the study were generated using a Delphi-based panel of Chilean English language educators who were identified as experts, including classroom teachers, university-based teacher educators and educational researchers. The results generated a framework of potential core teaching practices that could afford more effective teaching practices, most notably translanguaging and the more effective integration of L1. Results may inform other contexts as to how to develop more collaborative instances to define core-teaching practices as a participatory process.

中文翻译：

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跨语言作为 EFL 背景下核心教学实践的潜力

摘要 本文报告了一项研究，该研究旨在确定一套核心实践，以便在智利 EFL 环境中更有效地教授英语。该研究的结果是使用基于德尔福的智利英语教育专家小组得出的，这些专家被认定为专家，包括课堂教师、大学教师教育工作者和教育研究人员。结果产生了一个潜在的核心教学实践框架，可以提供更有效的教学实践，最显着的是跨语言和更有效的 L1 整合。结果可能会告知其他上下文如何开发更多协作实例以将核心教学实践定义为参与过程。