English language teacher education in Brazil: using census data to explore the configuration of undergraduate courses

Abstract

Research on English language teacher education (ELTE) in Brazil has prioritized qualitative investigations of specific institutional contexts and has overlooked nationwide explorations of ELTE. The present study addresses this research gap through an investigation of cross-institutional ELTE across the country with a focus on its contextual configuration and social inclusion. To this end, the study has undertaken a secondary data analysis of the Brazilian federal government’s 2019 higher education census data. The findings show that future English language teachers’ academic socialization takes place primarily in online undergraduate courses with an embedded teaching qualification, offered by private higher education institutions. These online ELTE courses are mainly attended by White students even though the Brazilian population consists predominantly of Blacks. We argue that considerable work needs to be undertaken to change the current configuration of ELTE in Brazil and promote social inclusion.  We urge teacher educators to engage in the analysis of census data to contribute to nationwide teacher education policymaking.