Situated within the context of in initial English language teacher education programs (IETEPs) in Colombia, the English language teaching practicum (ELTP), has been considered as a crucial stage in the formation process pre-service teachers go through. Thus, from a decolonizing perspective to education, this paper attempts to contextualize some theoretical and empirical inquiries in order to understand how pre-service teachers (henceforth ELPTs), cooperating teachers (ELCTs) and English university mentors (henceforth EUMs) position themselves pedagogically in the ELTP. Positionings embrace the recognition of individual and collective ELPTs, ELCTs, and ELUMs’ views towards the ELTP. Delving into the ways in which these teachers are discursively framed, we might understand and problematize how they assume themselves at the linguistic, pedagogical, socio-cultural and political dimensions embedded in the practices that characterize the ELTP. From the perspective of critical pedagogies, this entails a vision that intends to develop “awareness of the complexities of educational practice and an understanding of and commitment to a socially just, democratic notion of schooling” (Kincheloe, 2004, p. 50) that recognizes and works critically on the colonial practices that have normalized English language teaching (ELT) in Latin American contexts. In this respect, De Sousa, (2010a) claims the need for a critical response to colonialism and imperialism, that has deep implications in decentering ways of knowing, being and doing (decolonizing turn).