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The field of second language teacher education has recently focused on issues of social justice through different interventions in language teaching preparation programmes and the analysis of the identity formation of pre-service and in-service language teachers. However, little is known about the identities of teacher educators in second language teacher education programmes. This article, adopting a social justice and critical perspective, retrospectively focuses on the 28-year journey of an English language teaching preparation BA Programme and the identity of three teacher educators (the co-authors of this article) who have been part of the programme. Zooming in on the views and identity negotiation of these three teacher educators through autoethnographic vignettes, this study analyzes the original design and the two consecutive renewals/reforms of the aforementioned BA programme at a public university located in Oaxaca, the most culturally and linguistically diverse state in Mexico (Author 1). Pursuant to the article's autoethnographic methodology, by which the researcher or author explores her/his own personal experience as having relevance to the community at large, the purpose of this article is to explore the impact of ELT curricular reforms on the identity of the three teacher educators and the connection between identity and issues of social justice. [ABSTRACT FROM AUTHOR]

(English) language teaching in Mexico occurs within 'coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial practices. In order to promote decolonizing pedagogies, this paper presents the results of a critical-ethnographic-action-research study, whose main goal was to unveil the discourses of coloniality present in the daily lives and personal stories of 37 student-teachers enrolled in a language teaching BA program while connecting the student-teachers to language teaching in general and the position of Spanish and English vis-à-vis Indigenous languages in Mexico in particular. The data originates from student-teachers' stories about (self)discrimination, their collection and analysis of memes, videos circulating in their social media, samples from their language textbooks, and a written piece in which the student-teachers identified and reflected on words and phrases stemming from coloniality. Based on an iterative and recursive analysis of the data and utilizing a decolonizing theoretical lens in connection to race theories in Latin America, this paper addresses three emergent themes: (1) race and physical appearance; (2) colonial linguistic hierarchies; and (3) awareness of the discourses of colonial difference. Mexico was conquered by Spain and endured colonialism for 300 years. Even though Mexico has been an independent nation for the last 200 years, there are still vestiges of colonialism in people's minds and daily practices. Consequently, the teaching of foreign languages, such as English, may carry some colonial practices, which may show in face-to-face conversations and through social media. Hence, the purpose of this study was to discover how colonial practices might be present in the daily lives and personal stories of 37 student-teachers enrolled in a language teaching BA program and how these colonial practices might be connected to the teaching of languages in general and the position of Spanish and English versus Indigenous languages in Mexico in particular. For this study, the researchers collected student-teachers' stories about (self)discrimination, and student-teachers' analysis of memes, videos circulating in their social media, samples from their language textbooks, and a written piece in which student-teachers' identified and reflected on words and phrases stemming from Mexico's colonial past. It was discovered that colonial practices were connected to race and physical appearance and linguistic hierarchies; that is, how certain European languages were perceived as better than local or Indigenous languages. Furthermore, the result show that student-teachers become aware of these colonial practices once they start analyzing language practices in different languages. [ABSTRACT FROM AUTHOR]