English teaching in an intercultural indigenous bi/tri/multilingual context

This paper aims to present a teaching and language dialogue in the process of teaching and learning English in an intercultural bilingual educational context, in multilingual classrooms, at an Intercultural higher education course for indigenous teachers. For this process, within which several languages coexist in the classroom space, it was necessary to develop a bi/tri/multilingual knowledge base. In this base it is included, from the research and selection of written, oral and semiotic textual genres of the indigenous universe, produced and mediated in English, to the study, documentation and analysis of sounds and processes of word formation and sentences, in the indigenous languages involved, in English, and Portuguese, in order to allow reflection on the sociolinguistic situation, on the exchange of knowledge and on the use of translinguistic and intercultural clues in the teaching and learning process of “reading” in and on English. Therefore, I present some methodological clues, elaborated in co-authorship with indigenous teachers, especially during Intercultural English I to Intercultural English VIII classes, in order to (re)think(ing) the process of teaching and learning English, especially in contexts of interculturality and plurilingualism and, thus, of constant interactions, besides intercultural and translinguistic, and identity performances.