RESUMO: O presente artigo objetiva discutir sobre os métodos/ as abordagens de ensino em idiomas -mais especificamente em língua inglesa, em face de seu prestígio no mundo globalizado -, analisando se estes possibilitam uma prática pedagógica voltada ao multiletramento, contribuindo assim para a formação de um aluno com consciência ético-crítica e para uma prática docente mais reflexiva e participativa. Atualmente, o processo de ensino e aprendizagem de língua estrangeira se depara com uma significativa lacuna entre os objetivos do professor para com a matéria e as expectativas dos alunos para com a língua. O professor de inglês, nesse ínterim, precisa estar apto a lidar com os avanços tecnológicos, úteis ao ensino-aprendizagem, e com os novos perfis de discentes que estão chegando às instituições de ensino. Espera-se, com este trabalho, que os educadores os quais atuam no campo da língua inglesa reflitam sobre suas posturas em sala de aula e busquem uma formação continuada, em prol de um ensino condizente com a realidade contemporânea.Palavras-chave: Ensino; Aprendizagem; Língua Inglesa; Multiletramento.ABSTRACT: This article aims at discussing the methods/approaches in language teaching -more specifically in English, due to its prestige in the globalized world -analyzing whether they enable a pedagogical practice focused on multiliteracies, thus contributing to the formation of a student with ethical/critical awareness and to a more reflective and participatory teaching practice. Currently, the process of teaching and learning a foreign language faces a significant gap between the goals of the teacher concerning the subject and the expectations of the students towards the language. The English teacher, meantime, must be able to cope with the technological advances, useful for the teaching and learning process, as well as with the new profiles of students coming to educational institutions. It is expected, through this paper, that educators in the English language field reflect on their attitudes in the classroom and seek continuous training, in favor of an education consistent with the present reality.

This article aims to highlight the importance of applied linguistics (AL) knowledge in the continuous construction of pedagogical practices involving language teaching and learning and, through the relationship between teaching methods and approaches, and the research development in AL, to show how the teacher’s role has changed, from the beginning of LA to what has been called today the Post-method – Prabhu (1990), Kumaravadivelu (1994, 2001) and Celani (2009). In this scenario, it is the teacher who determines – or should determine – which method/approach will be most profitable, based on the investigation of its context and not a priori. It is hoped that this work will contribute to the additional language teacher’s reflection on their classroom practices – why, what for, how and what to teach –, to transform them, to educate themselves critically-reflexively and to become, in fact, a teacher-researcher.