Bilingualism in Colombia is often treated as part of a dualism in which ethnic bilingualism (indigenous language- Spanish) and mainstream bilingualism (Spanish- English) are considered almost as mutually exclusive and regulated by a bifurcated tone in the national language policies. Rare as they might seem, there are cases of convergence of these two types of bilingualism that need to be documented; particularly, what concerns the construction of linguistic identities for EFL teachers that are part of indigenous communities. Being bilingual, beyond the instrumental nature associated to it, is ultimately a constitutive of the identity of individuals and social groups. The “Epistemologies of the South” becomes the lens through which one can look at the epistemic violence that normalizes mainstream discourses and makes emic voices that advocate for linguistic diversity invisible. The revision of epistemology instills the need to challenge grand narratives and essentialisms to generate a dialogue between minority group- EFL teachers and EFL student teachers.