TOWARDS REFLECTIVE ENGLISH LANGUAGE TEACHER EDUCATION: A DUOETHNOGRAPHY

The purpose of this paper is to broaden discussions about English language teacher education programs within an ongoing changing society. Colonial patterns are current in English language teaching and learning, and there is a lack of space for marginalized groups’ voices and knowledge in language classrooms. Even through English language teaching, teacher education programs ought to work towards the decolonization of knowledge production and its hierarchization. In doing so, future teachers are given alternative ways of reconstruction of knowledge based on reflective teaching practices. In order to approach the rethinking of language teaching, aiming at a reflective practice, this duoethnographic paper brings the dialogue of two siblings who are and have been English teachers in Brazil. Through their experiences as English teachers, their insights on critical literacy theories, and their academic backgrounds, the authors help question how English language teacher education programs in Brazil help teachers in dealing with the changes in society and shape their future work with criticality, diversity, and social awareness. This paper is a collaboration between professionals whose teaching English experiences have impacted their lives as academics, and sharing it is significant for new English teachers to revisit the impact of language on individuals