The Special Issue on English Language Teaching in Public Primary Schools in Latin America. Introduction to the Special Issue on English Language Teaching in Public Primary Schools in Latin America. This article on teaching English in public primary schools in Latin America presents a brief outline of the six articles included in this issue and summarizes the main topics of discussion, the challenges and trends addressed by the authors, showing that there are multiple challenges to overcome in order to improve the English teaching in most Latin American countries. One of the main points of convergence of the articles is the problem of coverage in each territory. A second theme that most authors addressed are the aims or purposes of teaching English in public elementary schools. Some countries have emphasized in incorporating English into it as a mechanism to promote democracy, modernize their education systems and prepare their students to become more competitive in the global labor market. Other countries seek to promote intercultural literacy and development, emphasize the cultural components and education of responsible citizens. In the same way, who will participate in the selection of content ELT courses is another important topic. The discussion is about who should be in charge of selecting the content: academics from each country, English teachers or departmental staff or ministries of education, or external agents such as foreign embassies, councils or publishers, etc. The teaching methodology to be used in ELT is also discussed. The debate focuses on the use of a methodology that is already successful in other countries or in private bilingual schools, or to create a local model. The trends so far seem to point to those who propose to import or adapt models of foreign or private schools. Given the insufficient number of specialized English teachers available in each country, another subject has been who will teach the courses: regular teachers or anyone who can speak English.