This work shows a process of teaching-and-learning of English as a third language (L3) for Brazilian native teachers, which occurs in a multilingual context at a higher education course for indigenous teachers in Brazil, mostly composed of bilinguals – as the Akwẽ-Xerente–Portuguese speakers. For this process, of within which several languages coexist in the same space, it was necessary the development of a trilingual knowledge base. It includes the study of sounds (Phonology) and processes of word formation (Morphology) of Akwẽ-Xerente (Jê), Portuguese and English that might help reflecting upon the sociolinguistic situation and on the exchanging of linguistic knowledge of the subjects involved. In the theoretical framework, it is drawn attention to studies on intercultural bilingual education, with regard to indigenous education, and on teaching-learning of second/third languages. Then, it is presented the Inglês Intercultural, its pedagogical principles, its axis, and its methodology – which stresses the importance of contextualizing the context to the text, to the words, and to the sounds (as proposed in Paulo Freire’s works). By the end, it is shown the teaching material and the “contextual themes” used in classroom as well as samples of the trilingual pedagogical material produced by the indigenous teachers (written in Portuguese).