ABSTRACT
This chapter focuses on the experiences of one cohort of English teachers in an MA program in English language teaching (ELT) in Puebla, Mexico, and how they explored their teaching of both vulnerable groups and students with special needs in their English classroom. The facilitators of the Professional Development Course had the initiative to raise awareness in the MA candidates about some of the challenges that might be occurring in their teaching contexts and the urgency to address them instead of ignoring them. Critical pedagogy provided the foundation for teachers to examine their practices and look for social change through an exploration of theory and praxis. Using critical pedagogy, teachers and learners engaged in dialogue in order to acknowledge their reality. In the lookout for social justice and equity in education, English teaching can make valuable contributions by incorporating some of the issues that concern the communities in which ELT instruction takes place around the world.
