Depicting elective bilingualism as the situation in which individuals choose to learn another language (BAKER, 2001), this essay argues it is essential that Brazilian English language teachers perceive themselves as bilingual subjects, so that it could be possible to transform teaching practices for that language, especially with the increasingly frequent proposals for bilingual education in the Brazilian scenario. We consider that those teachers do not usually perceive themselves as bilingual subjects, due to inadequate comparisons to native speakers of the English (cf. GROSJEAN, 1989). Based on the concept of superdiversity (VERTOVEC, 2007), we invite the reader to rethink Brazil from a plurilingual perspective. Finally, we also consider essential to terminate with the notion of teaching “foreign languages”, replacing it with the concept of elective bilingualism.