This paper discusses the experience of a Brazilian scholar who is a teacher educator in the U.S. Based on the contrast of the challenges and possibilities of two different contexts for language teacher education (Brazil and the United States). I share some reflections from the perspective of a person from the African Diaspora and part of the Brazilian scientific Diaspora. Being myself an immigrant, I advocate for a culturally relevant and sustainable education for multilingual learners, and for promoting teacher education experiences that challenge the comfort zone of teachers unaware of the unearned privilege of being U.S. born teachers.
University of Missouri-St. Louis, United States
Teacher Education, Multilingual learners, Culturally Responsive Teaching