You decide to use the article with an older, more advanced reading group. Questions about the meaning of expressions such as “universal credit” (paragraph 1) and “food banks” (paragraph 4) arise. You understand – as proposed by official documents guiding the teaching of English in Brazilian schools – that the learning of the language may represent a privileged opportunity for the students’ expanded participation in a globalized and plural world. You then implicitly introduce the concept of interculturality by asking your students to