Portfolio

PortfolioPatchwork Assessment Task Detail and Instructions The assessment consists of a portfolio of work of up to 6000 words maximum excluding appendices The portfolio is in three parts one longer 3000 words and two shorter assignments 1500 words each For one of the shorter assignments there will be an element of choice as outlined in Part 2 Shorter Assignment 2 below Part 1 Longer assignment Course Design 3000 words 50 weighting Outcome with reference to your reading design either a 20hour inhouse CPD training programme or a 20hour INSET programme in house or external 11 Before starting the design you should first specify your group of teachers In order that completion of this assignment is as meaningful as possible for you if you have training experience your target could reflect a typical group that you work with if you are new to training consider the type of teacher you might work with in future Consider the following type of information to characterise your target group size of group mode of delivery online facetoface blended purpose of attending training course external awardinhouse training who is funding the training can affect motivation experiencelevel monolingualmultilingual group age group they will teach You might revisit the target group for whom you evaluated the material in the activity accompanying Unit 5 Presentation 12 For the programme design you should include a description of the context for your programme your justification ofrationale for choices including explanation and description of the type of training programme you have designed and a justification for this Incorporate one or more approaches from those that you have seen in this module the background to the type of training chosen including reference to how teachers learn your rationale for the ordering of sessions an element from recent trends in Unit 7 an observation element commenting on how the teachers will be observed and with what focusobjectives appendices that incorporate the course plan sample of materials to be used an overview of the programme and observation tools NB these are not counted within the 3000 word limit Include references to your reading on approaches to teacher development and how teachers learn throughout the assignment Part 2 Shorter assignments Shorter assignment 1 Session Design 1500 words 25 Weighting Outcome Design material for one 90120 minute input session You need to produce material for the course you have designed in Part 1 the longer task This session will be for the same group of teachers as in the longer task Write a rationale for your session design based on answers to these prompt questions How is the session design appropriate for them and how is it likely to meet their needs What are your goals Why have you chosen these goals for this session and this group How is the session designed How does this relate to how teachers learn Include appendices with the session plan itself and your materials NB these are not counted within the 1500 word limit Make reference to your reading on the principles of session design throughout this assignment Shorter assignment 2 Management 1500 words 25 Weighting Outcome to apply what you have learnt regarding management to your own career path According to what will be most relevant to your role and your current or future context choose one of these three options farei option A Option A If you are anticipating a management role at some future point outline with reference to your reading and your current or prior TESOL context the skills and strengths that will transfer from teaching to management the benefits that you perceive the preparation that you might find useful how you might approach the role the principles that will underpin your management style possible obstacles that you might encounter and how you could overcome them You should organise your assignment by using the five bullet points as subheadings and to connect your reading to your current or prior context show awareness of the ways in which that context impacts the management role Observação Já iniciei meu trabalho fazendo a parte 1 que coloco aqui Part 1 Longer assignment Course Design 3000 words Introduction 293 words Inservice teachers experience some challenges in Brazil in the scenario of English language teaching An impressive number of them lack international experience and as a result lack the cultural and social aspects of the language Freire 1974 p27 declares that human beings are uncompleted and teachers aware of this state of incompleteness search for continuous professional development CPD Freeman 2016 highlights that teacher education is a process based on social construction and the development relies on reflexive practices and collaborative discussions considering both views learning and teaching Franson and Holliday 2009 p40 emphasize that the content of teacher training needs to include social and cultural factors that can impact teachers and students lives This work describes the design of a 20hour in house CPD training programme as well as the design of material to cover a 90 120minute session of the program CPD sessions will encourage teachers to critically evaluate their methodologies consider where they are in the world and adapt them to accommodate learners who are increasingly exposed to new technologies and global communication Many Brazilian teachers graduated years ago and received training before the rise of digital resources which contributes to digital struggles facing the arrival of students that on the other hand are exposed to online informal language knowledge acquired through movies games and socialization often challenging traditional teaching methods This CPD programme seeks to address these gaps by encouraging teachers to critically reflect on their practices and arm them with new available strategies as well as cultural awareness ensuring that teachers grow along with their learners Incorporating contemporary research on teacher learning and development encouraging practical learning and reflective practice of essential components of professional growth as well as enhancing teachers social and cultural perspectives are the objectives of this study 11Target group 161 This training programme will be designed and offered to a group of 12 in service English as a Foreign Language EFL teachers working with high school students aged from 16 to 18 years old in Brazil The training will be delivered in a facetoface setting during an independent workshop privately organised and selffunded by teachers aiming for their own professional development Participants will be midcareer educators with at least five years of experience teaching Portuguesespeaking Brazilian students Teachers professional development is a continuous process that requires reflection and development opportunities which for Burns Richards 2009 p8 is a vital component of the field of TESOL This CPD programme is designed to support Brazilian teachers in adapting their teaching strategies and addressing the continuously changing needs of their students Ellman Lucantoni 2017 p195 highlight that teacher training benefit from research studies as well as teaching experiences that must be critically evaluated and then adapted to their own context of relevance References Burns A Richards JC eds 2009 The Cambridge Guide to Second Language Teacher Education Cambridge Cambridge University Press Ellman MT and Lucantoni P 2017 From Teacher to Trainer Cambridge Cambridge University Press Franson C Holliday A 2009 Social and cultural perspectives in Burns A and Richards JC eds The Cambridge Guide to Second Language Teacher Education Cambridge Cambridge University Press pp 4046 Freeman D 2016 Educating Second Language Teachers Oxford Oxford University Press Freire P 1974 Pedagogy of the Oppressed New York Continuum Part 2 Shorter Assignment 1 Inclusive Practices in English Language Teaching 1 Introduction Inclusive education is central to the development of equitable learning environments in English Language Teaching ELT It promotes not only access but also meaningful participation of all learners regardless of their abilities cultural backgrounds or learning differences In this paper I reflect on inclusive practices within the context of a private bilingual school in Brazil where I teach English to young learners Drawing on personal experience and scholarly perspectives I will explore how inclusive methodologies can be effectively implemented and identify areas for further improvement 2 Context and Rationale I currently work in a private bilingual institution located in an urban area of São Paulo Brazil The school serves children from uppermiddleclass families and while it is a feepaying institution it increasingly embraces diversity through scholarships and inclusion programmes In my class of 20 secondgrade students ages 78 two learners are identified as having Special Educational Needs SEN one with mild autism spectrum disorder ASD and another with dyslexia The inclusion of these learners aligns with national policies such as the Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva Brasil 2008 which mandates inclusive practices across all educational levels However in practice classroom teachers often face challenges in implementing these guidelines effectively due to a lack of training or resources 3 Theoretical Framework Inclusive practices are grounded in the social model of disability which views barriers in the environmentnot individual impairmentsas the primary obstacles to participation Ainscow 2005 In ELT this perspective encourages teachers to focus on adapting their methods and materials to ensure accessibility for all students Vygotskys 1978 concept of the Zone of Proximal Development ZPD also supports inclusion suggesting that learning occurs through scaffolded support provided by more capable peers or adults This model validates the use of peer work differentiated instruction and multimodal teaching strategies 4 Inclusive Strategies in My Practice To support all learners in my classroom I have incorporated the following inclusive practices a Differentiated Instruction Lessons are planned using a multilevel approach where tasks have varying degrees of complexity For example during a vocabulary activity involving animals students could choose between drawing writing or orally describing their favourite animal This allowed learners with dyslexia to engage without relying solely on written text and supported ASD learners by offering visual and concrete options Tomlinson 2014 b Visual Supports and Routines Visual schedules flashcards and anchor charts are consistently used The student with ASD benefits from knowing what to expect and having clear visual prompts Structured routines eg morning circle time song transitions provide predictability and reduce anxiety fostering a sense of security Schneider Goldstein 2010 c Peer Collaboration Activities frequently involve pair or group work allowing learners to support each other The student with dyslexia for instance works with a peer who assists during reading tasks This peermediated learning not only benefits the SEN student but fosters empathy and collaboration in the group Cameron 2001 d Use of Technology I have incorporated apps such as Kahoot and Book Creator which allow students to participate using multiple modalities Students can record their voices use images and type with spellcheck assistance Technology enables the personalisation of tasks and offers greater accessibility Selwyn 2016 5 Challenges and Limitations Despite these strategies there are ongoing challenges Firstly classroom time constraints make it difficult to provide individualised attention consistently Secondly there is limited collaboration between classroom teachers and specialised support staff who visit the school infrequently Additionally while I have received some basic training on SEN I often feel underprepared to address the full range of needs effectively Another limitation is the lack of parental involvement in inclusive planning Parents of SEN students sometimes view inclusion as a formality rather than an opportunity for shared responsibility highlighting the need for better homeschool communication Hornby 2011 6 Reflection and Professional Growth Through this experience I have learned that inclusion is a dynamic and ongoing process not a fixed set of strategies The importance of flexibility empathy and continual selfreflection cannot be overstated For instance I used to associate inclusion primarily with academic adaptations However I now understand that emotional and social inclusion are equally crucial and that learners need to feel accepted and valued before they can thrive academically Participating in workshops on Universal Design for Learning UDL helped me reframe how I design lessons I now consider not only what students will learn but how and why they are learning it offering multiple means of representation engagement and expression CAST 2018 7 Conclusion Inclusive practices in ELT are essential for creating equitable engaging and effective learning environments While challenges remain especially in terms of time training and collaboration incremental changes in classroom practices can lead to significant improvements in learner outcomes Teachers must view inclusion not as an additional burden but as an opportunity for pedagogical innovation and growth By reflecting on our practice seeking out professional development and fostering a culture of empathy and support we can move closer to the goal of genuinely inclusive education References Ainscow M 2005 Developing inclusive education systems what are the levers for change Journal of Educational Change 62 109124 Brasil 2008 Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva MECSEESP Cameron L 2001 Teaching languages to young learners Cambridge University Press CAST 2018 Universal Design for Learning Guidelines version 22 httpudlguidelinescastorg Hornby G 2011 Inclusive education for children with special educational needs A critique International Journal of Disability Development and Education 583 231 241 Schneider B Goldstein H 2010 Using social stories and visual schedules to improve social skills for children with ASD Young Exceptional Children 132 1526 Selwyn N 2016 Education and technology Key issues and debates Bloomsbury Publishing Tomlinson C A 2014 The differentiated classroom Responding to the needs of all learners 2nd ed ASCD Vygotsky L S 1978 Mind in society The development of higher psychological processes Harvard University Press Part 1 Course Design 1 Introduction This portfolio section presents the design of a 20hour Continuing Professional Development CPD inhouse training programme for a group of primary school English teachers in Brazil The course aims to enhance teachers methodological knowledge and practical classroom skills particularly in relation to teaching young learners through active methodologies and communicative approaches The programme reflects my developing understanding of how teachers learn and grow professionally grounded in literature and personal teaching experience 2 Target Group Profile The training programme is designed for a group of 12 primary school English teachers working in a private bilingual school The teachers are nonnative speakers of English aged between 25 and 45 with varying levels of teaching experience ranging from 2 to 15 years The group is multilingual but culturally homogeneous composed mainly of Brazilian teachers who share a similar educational background The training is delivered facetoface with some asynchronous online components blended learning It is funded by the school and considered a mandatory inhouse CPD initiative aimed at aligning teaching practices with the institutions pedagogical goals and recent curriculum changes The course is not linked to an external certificate or award but successful completion is recognised internally and can contribute to career progression within the institution 3 Rationale for the Programme According to Freeman 1989 effective teacher education needs to consider the interplay between teachers existing beliefs experiential knowledge and the new pedagogical knowledge being introduced The proposed training acknowledges this interplay by fostering reflection discussion and experiential learning The primary aim of the course is to develop teachers capacity to plan and implement communicative learnercentred lessons for young learners This goal aligns with Burns and Richards 2009 who emphasise that teacher development must be context sensitive and responsive to the teachers daytoday challenges The course integrates active learning methodologies including taskbased language teaching TBLT games storytelling and formative assessment The rationale for including these elements stems from research suggesting that young learners benefit most from meaningful interactive and playbased learning environments Cameron 2001 Pinter 2006 4 How Teachers Learn Background and Theoretical Underpinning According to Kolbs 1984 experiential learning theory adults learn best through a cycle of experience reflection conceptualisation and experimentation This model supports the inclusion of peer teaching lesson simulations and classroom observations in the CPD course In addition the social constructivist model of teacher development as outlined by Vygotsky 1978 underpins the collaborative nature of this training Learning is seen as a social process that occurs through interaction discussion and coconstruction of knowledge The course design also reflects the apprenticeship of observation Lortie 1975 recognising that teachers often replicate teaching methods they experienced as students By surfacing these implicit beliefs and contrasting them with contemporary methodologies the course seeks to promote pedagogical transformation 5 Programme Overview and Session Ordering The 20hour programme is divided into five 4hour sessions delivered weekly over five weeks The rationale for the sequencing of topics is based on a progression from general principles to specific techniques and from theory to practice 1 Session 1 Principles of Young Learner Education o Learning theories o Characteristics of young learners o Overview of communicative language teaching 2 Session 2 Classroom Management and Routines o Behaviour management o Physical classroom organisation o Time management with young learners 3 Session 3 Teaching Vocabulary and Grammar through Stories and Games o Contextualised language input o Using storytelling and games effectively o Differentiation strategies 4 Session 4 Planning and Assessing Communicative Lessons o Lesson planning frameworks o Formative assessment techniques o Peer feedback strategies 5 Session 5 Microteaching and Peer Observation o Teachers deliver sample lessons o Peer and trainer feedback o Reflective journals The choice to place classroom management early in the programme was strategic as many teachers report challenges in this area By establishing behavioural routines and classroom structures first subsequent sessions can build on a more stable foundation Scrivener 2012 6 Incorporating Trends from Unit 7 The course incorporates digital tools for young learners a trend highlighted in recent literature Selwyn 2016 Teachers are introduced to ageappropriate educational apps and platforms eg ClassDojo Quizlet for Kids and are encouraged to integrate technology in ways that support interaction and autonomy The inclusion of formative assessment is another key trend reflecting a shift from productoriented to processoriented assessment practices Black Wiliam 2009 Teachers explore how to use observation student selfassessment and anecdotal notes to support learning 7 Observation Component An integral part of the programme is classroom observation Each participant will be observed once by the trainer and once by a peer during the training period Observations are nonevaluative and focus on a specific objective selected by the teacher such as use of target language classroom interaction patterns or student engagement A simplified observation tool is provided Appendix B based on Wallaces 1991 reflective model After the observation teachers complete a reflection form and participate in a feedback conference The objective is to promote selfawareness and collegial dialogue According to Zeichner and Liston 1996 reflection is most effective when supported by structured observation and meaningful feedback 8 Programme Impact and Sustainability To ensure the sustainability of the training participants are encouraged to form small communities of practice Wenger 1998 meeting monthly after the course ends to share resources discuss challenges and coplan lessons A shared online folder will be created to collect materials lesson plans and examples of classroom work Institutional support includes periodic followup meetings in which school coordinators observe teachers and provide guidance Over time the goal is to embed reflective practice and collaborative learning into the school culture 9 Conclusion The proposed inhouse CPD programme is designed to meet the specific needs of primary school English teachers working with young learners in Brazil Grounded in relevant theories of teacher learning and development the course prioritises practical application collaboration and reflection It supports teachers in developing both their methodological awareness and classroom confidence ultimately aiming to improve student learning outcomes References Black P Wiliam D 2009 Developing the theory of formative assessment Educational Assessment Evaluation and Accountability 211 531 Burns A Richards J C Eds 2009 The Cambridge guide to second language teacher education Cambridge University Press Cameron L 2001 Teaching languages to young learners Cambridge University Press Freeman D 1989 Teacher training development and decision making A model of teaching and related strategies for language teacher education TESOL Quarterly 231 2745 Kolb D A 1984 Experiential learning Experience as the source of learning and development Prentice Hall Lortie D C 1975 Schoolteacher A sociological study University of Chicago Press Pinter A 2006 Teaching young language learners Oxford University Press Scrivener J 2012 Classroom management techniques Cambridge University Press Selwyn N 2016 Education and technology Key issues and debates Bloomsbury Vygotsky L S 1978 Mind in society The development of higher psychological processes Harvard University Press Wallace M J 1991 Training foreign language teachers A reflective approach Cambridge University Press Wenger E 1998 Communities of practice Learning meaning and identity Cambridge University Press Zeichner K M Liston D P 1996 Reflective teaching An introduction Lawrence Erlbaum Associates Part 3 Shorter Assignment 2 Language Education Policy and Its Effects on Classroom Practice 1 Introduction Language education policy LEP plays a critical role in shaping the objectives methodologies and inclusivity of English Language Teaching ELT In Brazil the historical and political contexts have significantly influenced how English is taught who has access to it and the purposes it serves This reflective paper explores how Brazilian language policies impact ELT practices in my teaching contexta private bilingual primary school in São Pauloand critically examines the tensions between policy intentions and classroom realities 2 Language Education Policy in Brazil An Overview Brazil does not have a single unified national language policy Rather it follows educational guidelines set by documents such as the Parâmetros Curriculares Nacionais PCNs and more recently the Base Nacional Comum Curricular BNCC Both promote English as a foreign language EFL but the BNCC implemented in 2018 introduced significant changes by positioning English within the area of Linguagens Languages alongside Portuguese Arts and Physical Education The BNCC advocates for a sociocultural approach to language learning emphasizing multiliteracies interculturality and the development of communicative competence According to the BNCC Brasil 2018 the aim is not only to teach the structure of the English language but also to foster critical thinking and active citizenship This progressive vision aligns with international trends in ELT as discussed by Kumaravadivelu 2006 who emphasizes postmethod pedagogy and contextsensitive practices 3 Tensions Between Policy and Practice While the BNCC outlines ambitious goals for English language teaching its implementation has varied greatly depending on the region and the type of school In private bilingual schools like the one where I teach the policy is not only implemented with more resources but often goes beyond its minimum requirements Students are immersed in English for a substantial part of the day and there is access to native speaking teachers digital tools and ongoing teacher training However this privileged setting highlights the disparities in Brazilian education In contrast public schools often struggle to implement the BNCC effectively due to structural constraints such as lack of materials insufficient training for teachers and overloaded curricula According to Leite and Fernandes 2020 many public school teachers report receiving little to no guidance on how to adapt their lesson plans to the BNCC framework In my context the main tension lies not in lack of resources but in navigating the pressure to meet both Brazilian curricular demands and international proficiency benchmarks eg Cambridge exams This dual agenda can create conflicts between promoting student autonomy and preparing students for standardized assessments 4 Policy as Discourse and Practice Following Balls 1994 interpretation policy is not simply a document but a discursive practiceit is interpreted negotiated and enacted differently by each teacher and school This is evident in how I and my colleagues translate the BNCC into practice While we embrace the emphasis on interculturality and critical thinking we also have to ensure that learners meet specific grammatical and lexical milestones often driven by parental expectations and school rankings For example although the BNCC suggests that students should develop a critical understanding of language and culture much classroom time is still devoted to drilling verb tenses and vocabulary lists The hidden curriculum of marketdriven language education sometimes overrides the inclusive and humanistic ideals proposed by the BNCC 5 Classroom Reflections Negotiating Policy in Practice Despite the contradictions I have found ways to incorporate the spirit of the BNCC into my lessons One project I developed with my thirdgrade students was a unit on Global Celebrations where learners researched and presented holidays from Englishspeaking countries and their own culture The activity promoted intercultural awareness and multiliteracies as students used texts images and videos to create digital posters This project aligned with BNCC skills such as analyzing different linguisticcultural manifestations and communicating in oral and written forms in various contexts Brasil 2018 However even within this project I felt compelled to assess students language accuracy in addition to their content and creativity reflecting again the tension between policy ideals and institutional expectations I often ask myself Am I truly fostering critical language awareness or am I simply dressing up traditional language instruction in modern clothes 6 The Role of the Teacher in Policy Implementation Teachers are not passive recipients of policythey are mediators and often translators of policy into pedagogical action As Lopes and Macedo 2011 argue teachers beliefs knowledge and experiences significantly shape how policies are enacted in the classroom In this sense my own background in linguistics and experience with inclusive education inform my reading of the BNCC as an opportunity to diversify my methods and promote learner agency Nevertheless this requires a supportive professional development infrastructure Unfortunately even in my private school setting there is a lack of consistent training specifically on policy implementation Most workshops focus on new apps or language proficiency rather than on unpacking curriculum guidelines or discussing policy interpretations collaboratively 7 Conclusion Language education policy in Brazil offers a complex landscape where progressive ideals coexist with practical constraints and social inequalities The BNCC presents an inclusive and critical vision for English language teaching but its effective implementation depends on multiple factorsresources training and teacher agency among them In my teaching context I am privileged to work in a school that enables me to go beyond the basic requirements Yet I remain aware of the broader inequalities in Brazilian education and the ongoing struggle to turn policy into meaningful classroom practice As educators we must continue reflecting on our roles as policy actors and commit to practices that honor both the letter and the spirit of inclusive language education References Ball S J 1994 Education reform A critical and poststructural approach Open University Press Brasil 2018 Base Nacional Comum Curricular MEC Kumaravadivelu B 2006 Understanding language teaching From method to postmethod Lawrence Erlbaum Associates Leite C M Fernandes R 2020 A implementação da BNCC no ensino de inglês desafios e possibilidades Revista Brasileira de Linguística Aplicada 203 459478 Lopes A C Macedo E 2011 Currículo debates contemporâneos Autêntica Editora Part 4 Final Assignment The Role of Language Education Policy in Shaping English Language Teaching in Brazil 1 Introduction Language education policy LEP operates at the intersection of ideology pedagogy and social equity In Brazil English Language Teaching ELT has long reflected and reinforced broader sociopolitical dynamics including class divisions globalization and educational reforms This paper critically analyzes how LEP influences English teaching practices in Brazilian basic education particularly in private and public schools while considering the historical institutional and pedagogical contexts that shape policy interpretation and classroom implementation It draws from both national documentssuch as the Base Nacional Comum Curricular BNCCand international literature on language policy critical pedagogy and ELT methodologies 2 Language Education Policy as Ideological Practice Language policies are never neutral As Ricento 2006 asserts they are deeply ideological and often serve to maintain power structures under the guise of modernization or development In Brazil the promotion of English in education has mirrored the countrys shifting economic and geopolitical orientationsfrom postcolonial aspirations to integrate into global markets to recent efforts to democratize language access Historically English was associated with elite schooling and international mobility It was taught primarily in private institutions with limited access for students in public education This reinforced a form of linguistic capital Bourdieu 1991 that only a portion of the population could access The adoption of English in the official curriculum through documents like the PCNs 1998 and later the BNCC 2018 marked an attempt to expand access However the mere inclusion of English does not automatically guarantee equitable or meaningful learning experiences 3 The BNCC and Its Pedagogical Orientation The BNCC brought a new perspective to English teaching in Brazil by positioning it as a tool for intercultural communication critical literacy and global citizenship It moved away from a strictly structuralist view of language toward a sociocultural and multilingual one aligned with contemporary theories of language as social practice Pennycook 2001 The BNCC frames English teaching as part of the Área de Linguagens and emphasizes learning through texts multimodal resources and reallife communicative practices It encourages learners to engage critically with different linguistic and cultural forms thus fostering not just language proficiency but also reflective and ethical citizenship Brasil 2018 Despite this progressive framing the curriculum still provides considerable interpretative leeway which has led to uneven implementation As Menezes de Souza 2011 argues curriculum documents often reflect ideals rather than enforceable mandates leaving much up to the teachers interpretation and institutional capacities 4 Policy Implementation in Private Schools In my contexta bilingual private school in São Paulothe implementation of the BNCC is shaped by market demands parental expectations and international certification standards While the school adheres to the BNCC it also prepares students for Cambridge assessments IB programs and other international benchmarks This dual alignment means that classroom practices often oscillate between communicative projectbased activities and examoriented drills For example we might dedicate several weeks to a literaturebased unit involving creative writing and intercultural analysis only to switch to intensive grammar review for upcoming tests This hybridity reflects what Canagarajah 2005 describes as local appropriation of global ELT norms where teachers and institutions negotiate between different policy discourses On one hand we strive to meet the BNCCs vision of inclusive meaningful education on the other we must meet performance metrics that serve institutional prestige 5 Challenges in Public Schools In contrast public schools often face infrastructural and professional challenges that limit their ability to implement the BNCCs principles These include large class sizes lack of teaching materials limited exposure to English and insufficient teacher training A study by Rocha and Lima 2021 found that nearly 60 of public school English teachers in northern and northeastern Brazil had not received formal training in the sociocultural approaches advocated by the BNCC Furthermore English is frequently treated as a lowpriority subject in public education Many schools allocate only one or two hours per week to English classes insufficient for developing communicative competence much less critical multiliteracies In such cases LEP becomes aspirational rather than actionable The contrast between public and private implementation demonstrates what Tollefson 1991 calls the unequal consequences of language policy While the BNCC aims to democratize English learning its outcomes are mediated by systemic inequalities 6 Teacher Agency and Professional Development Despite structural barriers teachers remain central actors in mediating LEP As Freire 1996 emphasized education is a dialogic process in which teachers are not passive transmitters of policy but active constructors of meaning In both public and private contexts teacher agency plays a decisive role in interpreting and adapting policy However for teachers to exercise this agency effectively they need access to professional development that is critical continuous and contextsensitive In my school we have professional learning communities where teachers discuss how to align their practices with BNCC principles These include workshops on projectbased learning use of digital tools and strategies for integrating critical literacy Still even in privileged contexts teacher development often focuses on operational skills eg new apps or test formats rather than reflective engagement with policy There is a need for professional development that helps educators unpack the ideological underpinnings of LEP and its implications for practice 7 Multilingualism and Interculturality in the Classroom One of the most promising aspects of the BNCC is its emphasis on multilingual and intercultural education It encourages students to draw on their linguistic repertoires compare cultural perspectives and engage with global issues This is in line with the concept of translanguaging which García and Wei 2014 describe as the dynamic use of multiple languages in learning In my classroom I have implemented projects where students explore issues like climate change or human rights using texts in English Portuguese and their home languages These projects not only support language development but also foster critical global citizenship Nonetheless there is tension between promoting multilingualism and the continued valorization of English as a superior language Parents often perceive English as the gateway to better opportunities while other languages are undervalued This market driven logic can undermine the BNCCs pluralistic goals 8 Assessing Policy Impact Beyond Standardized Testing Policy effectiveness is often measured through test scores and international benchmarks However as Shohamy 2001 warns such assessments can distort educational objectives by prioritizing what is measurable over what is meaningful The BNCC offers a broader vision including critical thinking ethical judgment and intercultural communicationoutcomes not easily captured by standardized tests In my context we attempt to balance formative and summative assessments by using portfolios selfevaluations and performance tasks Still the pressure to deliver high test scores remains shaping both teaching and learning To fully realize the BNCCs vision assessment practices must evolve to value process creativity and reflection This requires systemic change and trust in teachers as professional evaluators of learning 9 Conclusion Language education policy in Brazil represents a site of both possibility and contradiction The BNCC articulates a forwardthinking inclusive approach to ELT that aligns with global pedagogical shifts Yet its impact is uneven due to structural inequalities competing agendas and limited teacher support In my teaching context policy is both a guide and a constraint It offers frameworks for innovation but must be negotiated within institutional and marketdriven pressures As educators we must remain critically engaged with policychallenging its assumptions adapting its goals to our realities and advocating for equity in language education Ultimately LEP should not only dictate what we teach but empower how and why we teach always aiming to serve the diverse needs of our learners in a globalized and multilingual world References Bourdieu P 1991 Language and symbolic power Harvard University Press Brasil 2018 Base Nacional Comum Curricular Ministério da Educação Canagarajah A S 2005 Reclaiming the local in language policy and practice Lawrence Erlbaum Associates Freire P 1996 Pedagogia da autonomia Paz e Terra García O Wei L 2014 Translanguaging Language bilingualism and education Palgrave Macmillan Menezes de Souza L M T 2011 Da ideologia da competência comunicativa à prática da pedagogia crítica Revista Brasileira de Linguística Aplicada 112 303 322 Pennycook A 2001 Critical applied linguistics A critical introduction Routledge Ricento T 2006 An introduction to language policy Theory and method Blackwell Publishing Rocha R P Lima D C 2021 Políticas linguísticas e ensino de inglês um estudo sobre a BNCC em escolas públicas brasileiras Linguagens em Discurso 212 439 462 Shohamy E 2001 The power of tests A critical perspective on the uses of language tests Longman Tollefson J W 1991 Planning language planning inequality Language policy in the community Longman