School internationalization, teacher linguistic inequality, and linguistic social justice in the redesign of an online English course for Brazilian Basic Education teachers

This article examines the critical redesign of a face-to-face English course for Brazilian Basic Education teachers into an online course in a context of school internationalization. The study asks how English-mediated institutional demands may produce teacher linguistic inequality and how a course still in the design phase can respond to this problem from the perspective of critical language education and linguistic social justice. The theoretical framework draws on critical Applied Linguistics, studies on English, globalization and inequality, school internationalization, multiliteracies, and language education as social practice. Methodologically, the article is based on a situated qualitative study of course redesign, considering course materials, educational artifacts, reflective records, research diary entries, and institutional documents. The analysis indicates that the face-to-face course already connected English learning to teachers’ professional routines, trajectories, classroom language, oral presentations, and educational reflection. It also formulates principles for online redesign based on access, recognition, institutional responsibility, gradual publicness, and the diagnostic mapping of English-mediated demands.