ENGLISH LANGUAGE TEACHER IN DIGITAL CULTURE: INTERFACE BETWEEN MULTILITERACIES AND CORPUS LINGUISTICS IN COMMUNITIES OF PRACTICE IN SÃO PAULO AND BAHIA

Abstract

This article discusses the training of English Language (EL) teachers in the context of globalization and digital culture, based on the implementation of a Pedagogical Interface built at the intersection of Multiliteracies Pedagogy and Corpus Linguistics (CL). This is a qualitative, interventional, and reflective research study, developed in real-world contexts of initial teacher training. The Interface was applied in pedagogical projects understood as communities of practice, involving teacher educators, undergraduate students of Letters, and EL learners from public schools in different contexts. The practices analyzed integrated corpus-based linguistic research, multimodal text production, and the critical use of technologies. The results indicate that the articulation between Corpus Linguistics and Multiliteracies favors the development of autonomy, independence, and empowerment of future teachers, contributing to the re-signification of pedagogical practices and teacher identity in English language teaching. It is concluded that training proposals that integrate linguistic research, digital culture, and collaborative pedagogical practices can strengthen teacher training processes that are more critical, reflective, and aligned with the demands of contemporary education.