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With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives. The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalization, and exclusion that have traditionally characterised North-South relations in TESOL as a field.This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.

O livro Língua Inglesa: a prática pedagógica em sala de aula ousou reger saberes profissionais, científicos e pessoais no contexto de sala de aula de Língua Inglesa. A obra propõe-se a retratar o ensino-aprendizagem com cartuns no cotidiano escolar, as limitações e saberes construídos, ou, ainda, a serem explorados. A autora procurou espelhar concepções interacionistas no trabalho com textos, enfatizando que é possível, sim, o ensino das linguagens verbal e visual nas aulas de Inglês em escolas públicas brasileiras. É um livro que apresenta espírito investigativo a partir da tentativa de explorar as capacidades de linguagem mobilizadas pela professora como otimizadora de leitores instigados por diversos olhares e pelos estudantes enquanto intentores de expressar em Língua Inglesa o que pensavam e viam. Assim, a leitura deste livro torna-se uma degustação de saberes, em que múltiplos olhares são lançados sobre um mesmo objeto.

A lingua franca perspective into English language teaching in Brazil has only recently take flight. As an emerging economy, the country faces enormous challenges when it comes to language education in schools, where English has traditionally been taught as a foreign language. This collection brings the perspectives of academics and language practitioners in their efforts to incorporate an ELF approach into teacher education, thus offering a voice sorely missed in the international community interested in developing new approaches to English in a global world.