Year: 2025
Type: article
Abstract: This article discusses the relevance of the English language in the international context, considering it as a tool for power, communication, and global inclusion. Moita Lopes (2018) and Maciel (2011) argue that English teaching should go beyond grammar, addressing cultural and ideological issues. Thomaz and Wander (2021), along with Gabiroba, Khanipova, and Sagitova (2021), reflect on the challenges of globalization and multiliteracies in language education. Silva and Santos (2020) and Lima (2021) highlight the role of English in identity construction and social integration. Anjos (2016), Ribeiro (2016), and Alves (2014) emphasize the importance of a critical approach, while Firnardi and Porcino (2014), Oliveira (2019), and Souza (2020) advocate for contextualized and inclusive pedagogical practices in English language teaching.
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409760402