This text aims at discussing the dialectics between research practice in Applied Linguistics and EFL teacher education initiatives. Such a discussion is illustrated with possibilities of new territories drawn in activities designed to overcome historical power relations and the privilege of academic knowledge over everyday knowledge. Participants involved in such social practices are motivated by a dialogical emancipatory desire. Bearing in mind that the university-school boundaries cannot be fully eradicated, this article argues for the strengthening of a research agenda that, being a critical-praxiological activity, nurtures singleness within multiplicity, convergence within pluralism, ethics within non-indifference.
EFL teacher education; social-cultural-historical research; university-school; critical-praxiological activity