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By employing a set of sociological and discursive theories, this thesis argues that the current Colombian EFL policy uses rhetorical devices that misrepresent the concept of equity, presenting a policy that attempts to address it, but perpetuates it. This policy develops rhetorical devices that position educators and institutions as accountable for the equal access to learning opportunities and environments that the policy promises. Moreover, the participation of external providers in the enactment of the policy challenges teachers’ autonomy in the classrooms. EFL policy discourses must be re-examined as social inequity is multidimensional, and bilingualism is insufficient to address it.