The summer of 2018 was the beginning of a feminist movement which has managed to bring about social and political changes in Chile. It has not been however, without a considerable struggle, since these protests were highly manipulated by the media, where voices and pleas were being silenced, information was being scantily provided and miss represented. This showed a feminist protest devoid of its core, which appeared as a confrontation rather than a demand for the recognition of human rights. This article presents the findings of a field research, where a different side of these feminist protests is shown.

Teaching English to young learners is a priority in our globalised society, especially within the growing context of bilingual schools. Thus, it is necessary to find a strategy that allows young learners to grasp the knowledge of the foreign language at a structural level. Nonetheless, children’s cognitive development does not allow for grammatical explanations, it is thus that a tried and tested sequence of activities is provided for primary and pre-primary schoolteachers to be able to incorporate in their teaching, which will develop phonological awareness of the English language at a structural level, thanks to games, manipulation and movement.

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