This research focuses on examining the teaching of English as a lingua franca through the lenses of critical interculturality. As foreign language teaching and learning is a process that goes beyond the instruction of grammatical and lexical structures, we propose a reflection on the role of interculturality as a critical teaching approach that seeks to promote respect, equality, and social justice. Since English is a lingua franca that facilitates interaction amongst subjects of multiple nationalities, we defend its teaching as a right, not as a commodity. Accordingly, in the scope of English language teachers' education, reflecting on the role of interculturality as a critical teaching approach that seeks to promote respect, equality, and social justice becomes paramount. To align this reflection with practice, we conducted a case study with teachers undergoing initial training. Therefore, we proposed an intervention in the form of a workshop, which took place in six remote meetings of two hours each. The participants were sixth and seventh-semester undergraduate English Language students from UFPE and UFCG. The research comprised two stages: (1) bibliographical research to deepen our understanding of the subject under study; (2) implementation of the workshop/intervention and data collection; (3) analysis of the data obtained. The second stage included three data collection instruments: we started with an online questionnaire; then we used a research diary throughout the workshop; and we concluded with a semi-structured group interview, which was recorded on video. The main purpose of collecting data during the workshop was to verify the participants' perception of the relevance of the contributions of the intercultural perspective to English language teaching. At the same time, we hope to contribute to the development of these future teachers by producing knowledge jointly with them throughout the workshop meetings. Ultimately, the data collected allowed us to compare the initial and final views of the participants, qualitatively assessing the effects of the perspective studied when applied.