Critical Literacies and English Teacher Education: Expanding Curricula and Perspectives

Abstract

The current global processes connected with the development of new technologies in recent decades have positioned language within a relevant debate – due to the high connectivity and interaction among individuals. English in particular takes on new roles – beyond its communicative function – and is being reshaped as a critical and participatory tool. Within this new scenario, how can we redesign our contexts of teacher education, whether initial or continuing education, so that the formation of the English teacher can better meet the current demands? This article takes new literacies as the theoretical framework and prioritizes critical literacies and the notion of expanding perspectives. The authors discuss two activities implemented in continuing education courses which focused on teacher education and teachers´ praxis in order to transpose these recent global discussions into the English classroom.