The aim of this reflection article is to discuss theoretical and practical elements of a decolonial intercultural approach to re-signify the bilingual curriculum. As part of the documentary analysis, 1). We analyze some curricular references for the treatment of interculturality in foreign language teaching in Colombia. 2). We present a distinction between interculturality and multiculturality in order to identify the dominant tendency that emphasizes interculturality over multiculturality as a better framework for the interaction between cultures. 3). As a corollary to this discussion, the decolonial critique of interculturality is articulated to warn of the dangers of a curriculum that emphasizes the cultural repertoire of the English language only in the name of bilingualism. The findings of this analysis allow us to reflect on the need for a decolonial pedagogy to adopt a critical interculturality in the language teaching curriculum that undermines practices of linguistic and cultural colonialism, while pointing out some attempts to appropriate critical interculturality in the field of English language teaching in Colombia, through the identification of English language teachers in the decolonial turn. The problematization presented to the foreign language curriculum in Colombia, allow us to conclude that a decolonial intercultural approach to the Colombian language curriculum is a call to action against domination and linguistic and cultural domination