A lingua franca perspective into English language teaching in Brazil has only recently take flight. As an emerging economy, the country faces enormous challenges when it comes to language education in schools, where English has traditionally been taught as a foreign language. This collection brings the perspectives of academics and language practitioners in their efforts to incorporate an ELF approach into teacher education, thus offering a voice sorely missed in the international community interested in developing new approaches to English in a global world.

• Contents
• Introduction
• Part I: Conceptualizing English as a global lingua franca in teacher education
• Global Englishes, local histories
• Globalization and the global spread of English: Concepts and implications for teacher education
• English as a lingua franca and critical literacy in teacher education: Shaking off some “good old” habits
• Part II: Teachers and learners’ beliefs about ELF
• English as a global language in Brazil: A local contribution
• English as a lingua franca and teacher education: Critical educators for an intercultural world
• Teachers’ and student-teachers’ perceptions of English as a lingua franca (ELF) and the teaching of culture in the language classroom
• English as a Lingua Franca: Representations and practices of English learners and teachers in Brazil
• Part III: ELF in teacher education programs
• The ELF teacher education: Contributions from postmodern studies
• The concept of ELF and English teachers’ education: What to expect from this relationship?¹
• Awareness raising about English as a lingua franca in two Brazilian teacher education programs
• Notes on contributors
• Index