My research into Teachers’ struggles and resistance practices in Colombia has been shedding light on some actions teachers have taken to challenge and resist some practices (linguistic policies, standardization, certification). It has made the pervasive effects of some hegemonic and normalizing discourses evident (English as a must, Bilingualism as English-only, B2/C1/C2 as musts), that is, in relation to an ideal English language Teacher, and provokes/prompts comparisons between Native English Speakers and Colombian Language English Teachers, bilingual practices and immersion practices, certified teachers and noncertified teachers, certified native speakers and graduate teachers, English teaching in public schools and English teaching in private schools, bilingual schools and non-bilingual schools, among others; all of which affects the ways society in general thinks of Colombian English teaching and English Language teachers in Colombia. As can be seen, the way these comparisons place subjects and objects on the same level aggravates an objectification process that dehumanizes and totalizes the construction of identities and the comprehension of realities, which inevitably threatens other subjectivities and other existing conditions of possibility.