Decolonial approach to english teacher education

Authors

  • Glauco Augusto Souza Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brasil.

DOI:

https://doi.org/10.23925/2318-7115.2026v47i1e74020

Keywords:

Teacher Education, , English Language Teaching and Learning, Decoloniality

Abstract

This article proposes and discusses an English teacher education program from a decolonial perspective, it recognizes and values local linguistic and cultural practices as legitimate components of the learning process. Drawing on the concepts of agency, translanguaging, and engaged multiliteracy, it theorizes how a formative practice can challenge colonial paradigms. These paradigms continue to influence the teaching and learning of English as a hegemonic and neutral language. The paper proposes a formative path that fosters different types of agency, encouraging teachers to act as agents of both personal and social transformation. Translanguaging is addressed as a strategy that expands 'learners’ linguistic repertoires and challenges the notion of language as a closed system, while engaged multiliteracy is understood as an approach to promoting a critical and socially responsible language education. The article concludes that a decolonial approach to English teacher education requires a critical stance toward power and knowledge in order to develop professionals capable of acting ethically within today’s complex sociolinguistic realities whether at regular schools or language institutes.

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Published

2026-06-10

How to Cite

Souza, G. A. (2026). Decolonial approach to english teacher education . The ESPecialist, 47(1), 100–118. https://doi.org/10.23925/2318-7115.2026v47i1e74020

Issue

Vol. 47 No. 1 (2026): Fluxo Contínuo

Section

Papers

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