Navigating English Language Teacher Education in the Colombian Context: Between Foreign Influence and Local Tensions and Transformations

This article traces the evolution of English Language Teacher Education (ELTE) in Colombia over the past six decades. It critically examines how foreign-established methodologies and policies have shaped it, often ignoring local sociocultural realities. This influence incorporates diverse knowledge systems, practices, and processes of being and becoming. The article highlights how Colombian ELTE educators and student-teachers have mainly adopted and prioritized foreign methodologies over local contexts. Despite increased awareness of the complexities of ELTE in Colombia, there remains a strong need to challenge existing linguistic policies and dominant second-language teaching methods. Additionally, the article discusses the growing impact of a digitally driven educational environment, arguing that while technology provides new learning opportunities, it also intensifies ELT commodification and market-driven pedagogical shifts. By emphasizing the tensions between foreign dominance and emerging local perspectives, this article urges the Colombian ELT community to critically question foreign hegemonic structures and develop a transformative, contextually relevant pedagogy coherent with the sociocultural realities of the Colombian educational landscape.