In the implementation process of language policies, we find a long path where agents from the macro, meso, and micro levels determine their experiences, therefore, helping or obstructing the process. These situations respond to a set of colonial mechanisms of globalization and whiteness where language policies are framed. Macro-level agents impose policies for economic reasons, forgetting the meso and micro-level agents’ participation. This causes language policies to lack context and to have a strong foreign dependency, thereby neglecting other languages and local knowledges. Hence, teachers become invisible and participate in the process as technicians or even booksellers. In a municipality where most people belong to low social-economic strata, questions arise about the ways in which language policies have been appropriated by different actors of the educational system (teachers, students, publishers, parents, coordinators, principals, and administrative officers) and the ways they trace their trajectories through time.