This pioneering collection provides a space for Latin American English language teacher educators and leaders to share their innovative professional practices.

Their autoethnographic contributions adeptly intertwine personal trajectories with wider societal and pedagogical narratives, elucidating crucial themes across the region's terrains.

Latin America's English language pedagogy still trails behind on the global stage despite countries like Argentina, Brazil, and Colombia bolstering their English teacher education and enhancing the delivery of English as a foreign language. This landscape demands a deeper scholarly inquiry, particularly at the crossroads of innovative pedagogies and their real-world applications within the distinctive milieu of Latin America. Spanning the entire continent and a vast variety of teaching and learning contexts, this book's contributors tackle challenges including collaboration, professional identity and development, queer texts, democratizing access, social justice and materials design.

Gathering perspectives and experiences through auto-, duo- and trio-ethnographic chapters, this collection of personal and deeply collaborative reflections is a powerful account of first-person lived experiences in TESOL teacher education in Latin America.