The necessity of foreign languages learning has increased substantially due to the advancement in mobility not only in the educational field, but also in the professional aspects of our society. Thus, being proficient in more than one language allows members of societies to have access to better life opportunities. Within this paradigm, language teachers and learners face more challenging practices not only in terms of achieving learning goals, butalso regarding the quality of the teaching learning processes.

“We treat our location (in all its relevant senses: geographical, social,geopolitical) as the ground on which to begin our thinking. Local knowledgeis not a product constituted by the beliefs and practices of the past. Localknowledge is a process—a process of negotiating dominant discourses andengaging in an ongoing construction of relevant knowledge in the context ofour history and social practice.”1