Social Justice in English Language Teacher Education in Latin America

<p>This book examines how social justice principles can transform English Language Teacher Education (ELTE) programmes in Latin America. It showcases both research and practical applications conducted with pre-service and in-service teachers across Latin America including Brazil Chile Ecuador Mexico and Uruguay offering practical strategies for educators researchers and policymakers to create more inclusive relevant and democratic teaching environments.</p><p>As English continues to expand as a global lingua franca and medium of instruction educational systems face the challenge of developing ELTE programmes that promote and support context-sensitive pedagogies and critical understandings of education. This demands a departure from traditional paradigms towards more inclusive diversified and decolonised approaches. The chapters within this book address essential principles such as inclusion relevance and democracy directly aligning with the United Nations' Sustainable Development Goals for 2030 particularly Goal 4 which advocates for quality education for all. By presenting case studies and evidence-based practices this book provides a nuanced perspective on how social justice can be effectively incorporated into ELTE programmes.</p><p><i>Social Justice in English Language Teacher Education in Latin America</i> is an invaluable resource for educators researchers and policymakers aiming to foster equitable and effective English language education. This book contributes to the advancement of global educational standards and practices. It was originally published as a special issue of <i>Teachers and Teaching.</i></p>