Description
This book set out to investigate, in the light of Applied Linguistics and French Discourse Analysis, the identity of English language teachers in the state of Tocantins through the beliefs present in their discourses on English language teaching, with a view to identifying how their identity is (re)constructed based on these beliefs and how they influence their praxis. Our hypothesis in this study is that we need to understand this identity construct of being an English teacher so that, based on it, we can propose curricula and methodologies that are more suited to our local reality as well as our current reality.
