English teacher education and linguistic justice

Freedom, identities and social change

Abstract

This article explores how English language teacher education can be conceptualized to promote social justice while respecting linguistic freedom and the identities of individuals and communities. Based on a case study conducted with prospective teachers of English, the article examines their learning paths and the tensions that arise in their discourses when they envision pedagogical approaches grounded in these principles. The article argues for teacher education as a space of resistance and social change, empowering future teachers to embrace their plural identities, challenge monolingual ideologies, and implement inclusive, justice-oriented practices.