This book investigates new English language policies and initiatives which have been introduced and implemented across Argentina, Brazil, Chile, Colombia, Ecuador, Uruguay and Venezuela. Chapters are organized around three themes. Chapters in the first section critically examine newly-implemented English language policies, as well as factors that contribute to and prevent the implementation of such policies. Chapters in the second section describe and analyze current teacher preparation and teacher development initiatives, in addition to the challenges and opportunities associated with such initiatives. Finally, the third section features school- and classroom-based research designed to investigate the status of English language teaching and the implementation of innovative programs. All authors have a first-hand understanding of the South American context and draw on references and resources which originate beyond Inner Circle countries. The book showcases examples of innovation and success in a variety of complex contexts and will serve as a starting point for researchers, as well as being of interest to students, policymakers and stakeholders. Contents of this book include: Introduction (Lía D. Kamhi-Stein, Gabriel Díaz Maggioli and Luciana C. de Oliveira). Part 1: English Language Policy: English Language Teaching Expansion in South America: Challenges and Opportunities (Cristina Banfi); (2) Ideologies and Discourses in the Standards for Language Teachers in South America: A Corpus-Based Analysis (Gabriel Díaz Maggioli); (3) Language Policy and Language Practice in Uruguay: A Case of Innovation in English Language Teaching in Primary Schools (Claudia A. Brovetto); and (4) Language Teaching in the Brazilian Changing Scenario of Language Education Policies (Adriana Maria Tenuta, Miriam Jorge and Ricardo Augusto de Souza). Part 2: English Language Teacher Preparation and Professional Development: (5) Teacher Educational Reform: The Case in Ecuador (Natalie Kuhlman and Elisabeth Serrano); (6) What Happens with English in Chile? Challenges in Teacher Preparation (Mary Jane Abrahams and Pablo Silva Ríos); and (7) Integrating Technology in Argentine Classrooms: The Case of a Buenos Aires Teacher Education School (Patricia Veciño). Part 3: School-Based Research and Innovative Practices: (8) Examining Teacher Perspectives on Language Policy in the City of Buenos Aires, Argentina (Rebecca Pozzi); (9) Film as a Consciousness-Raising Tool in ELT (Carmen T. Chacón); (10) Students' Beliefs about Learning English as a Foreign Language at Secondary Schools in Argentina (M. Inés Valsecchi, M. Celina Barbeito and M. Matilde Olivero); (11) Toward a Multimodal Critical Approach to the Teaching of EFL in Brazil (Danielle Almeida and Veralúcia Guimarães de Souza); and (12) Seeking Information to Promote Effective Curriculum Renewal in a Colombian School (Mónica Rodríguez-Bonces). An Epilogue, Topical Index, and Author Index is included.