Firstly, I would like to express that I consider pedagogical practice must be an ever-evolving aspect that feeds restlessly from an equally fast-changing society and must adjust to the needs and demands of learners, as also mentioned in the article by Richards. 

One of the most disregarded aspects from my practice and after a deep process of reflection I come to the conclusion that still today I am very much influenced by linguistic imperialism and in my different lessons I take native accents as model and reference leaving aside a key factor mentioned in the article such as linguistic intercultural competence and forgetting linguistic identities. From a personal perspective, I consider that I must favour input that includes different accents from around the world. 

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Another aspect that drew my attention is the Role of grammar in language learning. Eventhough, we educators are aware of the fact that grammar must be taught intrinsically, and it is implicit in the activities, I strongly believe in my practice, at some point I tend to place emphasis on grammar as the focal point. Which is something I certainly need to change. Although, I allow my student to practice in meaningful, communicative and interactive activities I have to foster the absorption of grammar while practising and not present it as an isolated attempt of English learning. 

b. Intercultural competence: as a mediator and facilitator, I am obliged to create spaces where my students use their English effectively but not only within the classroom, but also I have the responsibility to expand their communicative reach by connecting them with peers and communicators globally, using English as a lingua franca as suggested in the article. Creating a ''global classroom'' for student from diverse cultures can interact and use English as a foundation for exchanging ideas could be considered a real challenge to take advantage from.

c. Personal updates: Educators need to change with society and with the same speed, we have a duty to remain in a state of continuous learning. Without understanding the world, we risk failing to teach students to communicate effectively and proficiently within it. From a very personal perspective, constantly updating my knowledge of current methods, methodologies, and models in TEFL/TEAL presents a challenge, firstly, because the amount of time that it demands and as well, and it also requires extensive anthropological study a field in which, to be completely honest, I lack a clear starting point.