The chapters in this book describe studies that resist modernity and coloniality in the field of English as a world, foreign, additional, second language, English as a language existing in contexts where it functions as a lingua franca – or maybe not quite. They focus on the teaching-learning of English in Colombia, where it is not an ofcial language nor it is a must for intranational communication. In this book, the PhD students (and professors) at Doctorado Interinstitucional en Educación problematize the impacts of teaching-learning English to the subjectivities of non-native teachers and learners of English, considering regional policies for English teacher education that seem to emulate practices from the global north without much, if any, regard to local contexts. Some of them also struggle against the centrality of research methods and quality criteria set up by the global north, refusing to abide by their rules and thus making it explicit the violence inherent in established practices in the ELT field, whose research protocols, scientific methods, norms and characteristics of academic writing hide their situatedness and project themselves as purportedly global, international quality control systems.

It is high time we started a south-south dialogue in Latin America about our praxes as teachers of English. This book is an important step in that direction.