As a teacher educator, I have been concerned about the classroom environments faced by language learners and language teachers who embody non-normative gender and sexual identities. In any educational context, it is of the utmost importance that educators engage in critical reflection about the social identities present in their classrooms that shape teachers' and learners' interactions and classroom environments. Macedo (2019) calls this "knowledgeable action." This chapter echoes Macedo's premise describing a few "actions" made to decolonize gender in ELT (English Language Teacher) education in Colombian contexts, specifically in doctoral research processes about language teacher education.

This chapter focuses on decolonial and pedagogical experiences in the ELT context by drawing on local research. Understanding what is going on in preservice and in-service language teacher education could help us confront the coloniality of gender in language teacher education. The chapter is divided into two sections. In the first one, I introduce a critique, a critical reflection about the coloniality of gender as embraced by male decolonial theorists and the language commonly used to refer to LGBTIQ+ people. The second section delves into a description of three doctoral research processes. The evidence comes mostly from two doctoral dissertations (Granados-Beltran, 2018a; Mojica, 2017) and one doctoral research proposal (Cabrejo, 2021). They all share concerns about language teacher education for in-service and preservice teachers of English in Colombia. I supervised the three inquiry processes. These decolonial practices imply disruption (Walsh & Mignolo, 2018) that with pluriversal (Grosfoguel, 2007) motivation generate knowledgeable pedagogical actions to dismantle the coloniality of gender in language teacher education.