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- W4313482832 abstract "This chapter aims to explore and discuss the dialogical relationship between critical pedagogy and language education within the context of English as a lingua franca (LF). The original research sought to investigate how Brazilian teachers see themselves as ELT professionals in today's world, to which extent they are aware of issues and implications inherent to the teaching of English as an international language or a global LF and the possibilities they would envision to engage in classroom practices oriented toward a critical intercultural pedagogy. Results revealed that participants are aware of the implications of the peculiar condition of English as a global LF nowadays, thus implicating constant rethinking and reassessment of its practices. The study also showed that teachers find it difficult to systematize the teaching of culture in their EFL classes, as much as to see themselves as critical intercultural professionals. Finally, the work has proven useful and relevant not only for the reflection over political, ideological, and pedagogical implications to the teaching of English today but also and especially for an overall discussion that may contribute to the (re)construction of a more adequate profile of the ELT teacher in such a context." @default.
- W4313482832 created "2023-01-06" @default.
- W4313482832 creator A5083937092 @default.
- W4313482832 date "2023-01-04" @default.
- W4313482832 modified "2023-10-16" @default.
- W4313482832 title "Critical perspectives of Brazilian teachers on English as a lingua franca" @default.
- W4313482832 doi "https://doi.org/10.4324/9781003332336-16" @default.
- W4313482832 hasPublicationYear "2023" @default.
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