ABSTRACT
The action research project presented in this chapter aimed to promote the integration of a critical intercultural approach (Tubino, 2005; Walsh, 2005a, 2009) in foreign language teaching and learning that recognizes and validates the diversity of languages, forms of knowledge, cosmogonies, and ways of being that university students bring to classrooms in Colombia. Participants in this study included 15 Indigenous and Afro-Colombian university students and 17 teachers of English, French, and other foreign languages.
Through the chapter, the authors elaborate on the path toward decolonization explored in this project and as part of their scholarship in the field of foreign language education. At the same time, they reclaim spaces for decolonial, critical perspectives on interculturality to open new horizons in foreign language education in Colombia. They also reflect on the learnings, challenges, and tensions faced when dealing with different epistemologies and languages in their research project and their scholarly production around it. Finally, the authors reflect on their constructed understanding of epistemic decolonization in foreign language education.
