This chapter is a personal reflection and it takes the form of an exploratory essay with a twofold purpose. On the one hand, it seeks to explore continuities and discontinuites between structuralist, poststructuralist and decolonial perspectives within the broad theme of research in English language teaching and learning. On the other hand, the chapter presents the work of three doctoral students who have adventured research concerns about identity in the context of English language teacher education. The ideas introduced in this chapter are not very mature at the moment but they constitute a starting point for the reflection on research about identity in major educational contexts in Colombia and in particular about the identities of teachers and students who teach and study English as a foreign language. My locus of enunciation or the “the geo-political and body-political location of the subject that speaks” (Grosfoguel, 2011, p. 5) is that of a researcher concerned about gendered foreign language teaching and learning practices which locates my own research in the struggle held by continuities and discontinuities between structuralism, poststructuralism and decolonial options to study identity research in English language teaching and learning.