Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives

In times of geocultural subalternization knowledge and education, English language teaching (ELT) is torn between subalternizing policies subjectivating practices. Within this context, ELT teacher educators face discourses aimed at framing their practices, professional lives, research agendas. However, the same time, they are expected to engage in practices processes that allow for personal adaptation social change. Amid ambivalence, reflection paper makes a call decolonize Colombia. To effect, reviews some basic epistemological perspectives such as colonialism decolonial studies. Then, it proposes decolonization ELT, along with grammar decoloniality based on discursive alternatives about power, knowledge, being potential bringing transformative subjectivation. The main conclusion Colombian community needs first deconstruct dominant structures strategies enact epistemic cultural dominance global north, then construct alternative acknowledge disseminate singularities its culture.