This chapter explores the identities of multilingual teachers in Colombia, focusing on how English dominance has shaped, limited, or erased other subjectivities within language education. Drawing on my personal trajectory as a teacher of English, French, Portuguese, and Spanish, I critically examine the colonial legacies embedded in educational policies and institutional practices that privilege English. The discussion highlights the struggles and possibilities of teachers who resist English-only discourses by cultivating multiple languages. By linking multilingualism with identity, this study contributes to understanding how teachers negotiate professional recognition, pedagogical practices, and subjectivities in a context marked by linguistic hierarchies.