This is a remarkable book. In a precise, theoretically well-documented, yet engaging narrative, the reader is situated within contexts where the voices of the participants (trainee teachers, young students and researchers) provide fascinating insights into how they experienced being confronted with a critical vision of English and their own languages from the perspective of colonial difference. * Anne-Marie de Mejia, Universidad de los Andes, Colombia * This book represents an important addition to critical views of English language teaching. It is truly innovative, not only in its theoretical stance and in the research project which is at its heart, but also in the original way it is narrated. Lopez-Gopar gives both a voice and a face to those who are usually silenced in ELT, making this book a highly engaging and thought-provoking must-read for all those involved in the field of English language teaching. * Sue Garton, Aston University, UK * This book is a thrilling departure from mainstream academia in three ways: teaching English to underprivileged indigenous children in Mexico is a provocation for the status quo; teaching the Empire's language without reproducing its dominant values is close to blasphemy in the trade; and letting those children create their voice through empowerment in English stops just short of a pedagogical revolution. This action research boldly integrates Latin American theory on pedagogy and colonialism with Western critical thought. * Rainer Enrique Hamel, Universidad Autonoma Metropolitana, Mexico *