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This article explores a gender-equality postmethod approach to teaching English as a Foreign Language. It describes and analyzes an action research project performed with an EFL class in Italy, in which the students were encouraged to think critically about sexism and English language use. Resumo Este artigo propõe uma abordagem pós-método de igualdade de gênero para o ensino de inglês como língua estrangeira. Relata-se uma pesquisa-ação realizada com um grupo de alunos/as italianos/as com a qual os/as estudantes foram encorajados/as a pensar criticamente sobre língua inglesa e sexismo.

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TEACH ENGLISH, CONFRONT SEXISM: EMPOWERING STUDENTS AS CRITICAL THINKERS AND LANGUAGE USERS THROUGH A GENDER EQUALITY POSTMETHOD APPROACH TO EFL TEACHING