This paper aims at discussing the results of learning opportunities, offered to English state school teachers in the Greater São Paulo, in the reconstruction of their language conceptions. The learning situations these teacher take part in, within a course which has the objective of preparing reflective teachers, are structured to integrate theoretical discussions and practical experiences (Vygotsky, 1987). The focus is on the transformations observed in the teachers' language conceptions, through their instructional choices during the preparation of lesson plans at two particular moments along the four weeks of a module which is part of the course.