Resumen
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This study explores the role of English as a Foreign Language (EFL) in revitalizing Mapudungún in Chilean intercultural schools. Employing a critical and collaborative ethnographic approach, the research examines EFL teachers’ practices and the barriers to integrating indigenous knowledge into English instruction. Data collection involved semi-structured interviews, classroom observations, and document analysis in two Chilean schools serving Mapuche students. Findings reveal that while teachers were willing to engage with Mapuche culture, their efforts remained sporadic due to systemic constraints such as rigid curricula, lack of intercultural preparation, and absence of culturally relevant materials. However, emerging practices, such as cross-linguistic comparisons and task-based learning, indicate potential pathways for decolonizing EFL education. The study concludes that for EFL to support indigenous language revitalization, institutional reforms must foster intercultural pedagogies, interdisciplinary collaboration, and teacher preparation, repositioning EFL teachers as agents of linguistic justice and indigenous knowledge inclusion.