INCLUSION AND DIVERSITY IN ENGLISH LANGUAGE TEACHING: PRACTICES AND PERSPECTIVES - A (RE)READING

Abstract

The present study describes the contributions of multiliteracies and critical pedagogy to the formation of critical and reflective students in English language teaching, with a focus on global cultural issues. The research is based on a bibliographic review of relevant academic publications between 2019 and 2024, highlighting pedagogical practices that promote inclusion and diversity in the educational context. Analysis of the articles reveals that the incorporation of multiliteracies approaches enriches language learning and develops students' ability to position themselves critically in the face of cultural phenomena. The results indicate that continuing teacher training is an essential factor for the implementation of these methodologies, resulting in greater student engagement and motivation. In the end, it is concluded that educational practices that integrated multiliteracies and critical pedagogy are fundamental for the formation of conscious and active citizens in a globalized society. The research suggests the need for future studies that explore the application of these methodologies in different educational contexts and the influence of digital technologies on language teaching.