For many scholars, globalization is not a new phenomenon. Some state that for the western world, it started with the expansion of the Roman Empire. We could say that in Colombia globalization became visible with the initiation of the first neoliberal government led by César Gaviria. After that period, public policies in education were grounded in globalization (Ministerio de Educación Nacional, 2013). Globalization as a complex phenomenon can be understood in a continuum where in one pole all its positive effects can be pointed out while in the other pole all the negative effects show up with all sorts of things in between. The discourses on the positive effects revolve about “global village, development, knowledge, communication, access, technology”, etc. On the negative pole of the continuum we find discourses on “homogenization, acculturation, gaps, neoliberalism, marketization”, etc. Understanding globalization as a continuum allows us to think of it as both contradictions and possibilities. In this chapter, I would like to use globalization as a window to examine the field of ELT education in Colombia from a critical perspective while exploring some possibilities that research might bring to contribute to its development from a glocal perspective. In doing this, I start by presenting binary ways in which two authors, coming from different fields (Fazio Vengoa is a historian and Bauman is a sociologist) represent globalization. I will use these representations to place, problematize, and offer possibilities for issues in ELT education in Colombia.