ABSTRACT
Neoliberal trends in the internationalisation of higher education (HE) are leading to unprecedented changes around the world. This chapter illustrates the case of Universidad de Antioquia as an example of how instrumental views of English language education policy in HE are being implemented, questioned and recreated in Colombia. Starting from a critical, decolonial perspective developed in Latin America and based on two research studies with ethnic minority students and language educators, the authors present a pedagogical proposal based on what they call critical intercultural dialogue (CICD). This proposal attempts to enrich the conversation around English teaching and language education policy in and beyond Europe; it argues for the need to integrate in these processes a discourse of social critique and a commitment to value the languages, individuals, communities, forms of knowledge, and identities of those who have been historically subordinated and excluded. In this way, the authors hope to contribute to the educational/ICD framework of internationalisation presented in this book.
