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We are professors at a public university in the South of Brazil and most of our work, in Applied Linguistics, is aimed at English Language Teacher Education at both undergraduate and graduate levels. In the past years, our classroom practices and undergraduate curriculum design have been affected by decolonial studies, and our efforts in teaching and researching have been transformed by this movement of delinking from Global North perspectives. Additionally, our research and teaching practices, produced in Brazil, are grounded in recent academic scholarship that problematizes the status and the role of English in the world nowadays. These experiences have required us to situate ourselves and interrupt the universality of being and knowing that is still very present in academic settings due to the myth of “hybris del punto cero.” We have been trying to take serious account of the implications, complicities, and limitations that decolonial theories invite us to consider. In this chapter, we intend to share some of our language teacher education experiences in (a) reconceptualizing our understanding of written feedback in an academic literacies course for future teachers; and (b) redesigning an undergraduate course for language teachers entitled “Foreign language and culture at school.”
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