Preparing EFL Teachers to Reflect on Students’ Social Identities of Race Through Multiliteracies

This chapters offers reflections on the experiences of two EFL teachers who participated in a teacher training workshop about multiliteracies and social identities of race, which intended to bring theory closer to practice and to support teachers to be able to think critically about the need to address social identities of race in their classes, thereby reflecting on themselves and their own practice. In this matter, the pedagogy of multiliteracies contributes greatly to enhance teachers’ knowledge, preparing them for the classroom context. The workshop took place in a public school in the southern of Brazil. The question that guides this work is: How could discussions about multiliteracies help EFL teachers to reflect together with their students about social identities of race in their classes? The methodology used was an action-research/intervention. The findings indicated that the teachers had positive perceptions regarding participating in the workshop on social identities of race and multiliteracies. This chapter proposes that multiliteracies should be a part of EFL teacher training in order to promote engagement with social justice issues.