This book brings together contributions on current challenges in Teaching English as a Foreign Language (TEFL) in Latin America. It examines various issues related to two areas within TEFL: first, in-class activities and innovative approaches, focusing on the development of intercultural competence, technology-based teaching and learning practices, grammar learning and digital life and its repercussions in English learning. Second, teacher education and professional development, analyzing aspects such as source-based writing skills, Lingua Franca and World Englishes, post-pandemic face-to-face instruction and literature in English as a Foreign Language (EFL) Teacher Education Programs along with studies on job satisfaction, attrition and professional identity. Specifically, the chapters provide an overview of the EFL teacher and classroom in Latin America, and the demands, benefits and drawbacks observed in this sociocultural context. Each chapter also includes meaningful views from a Latin American context and contributes to the development of better EFL teaching and learning practices worldwide. This book is a useful reference for scholars, researchers, and educators who focus on EFL teaching and learning at any educational level in Latin America. It is also a helpful resource for trainee teachers delving further into their fields.

Autorentext

Yomaira Angélica Herreño-Contreras holds a B.A in Modern Languages (Universidad Surcolombiana, Colombia), and an M.A in Comparative Literature and Literary Translation (Universitat Pompeu Fabra, Spain). She is currently a PhD candidate in Comparative Literature (University of Auckland, New Zealand), and a member of the research group DRIE (Doing Research to Improve Education). She is also an article reviewer for scholarly journals in Colombia and abroad. She has published two books, articles in research journals, and translations in literary reviews, and participated as a lecturer in various conferences worldwide. Yomaira's areas of interest include literary translation, prose poetry, comparative literature, Teaching English as a Foreign Language (TEFL), English for specific purposes (ESP), higher-order thinking skills (HOTS), problematizing pedagogy and teacher education.