Abstract
This reflection article makes a call to the language teacher education field in Colombia to integrate social justice language education and critical language education perspectives to advance a social justice agenda in language teacher education. Its overall intention is to invite critical language teacher educators to expand the scope of their work by being knowledgeable about the theories or dimensions of social justice - redistribution, recognition and representation - and including social justice frameworks and principles in their practices. These elements are fundamental to tailoring teacher education programs and guiding pedagogical practices that prepare future teachers for social action and transformation.
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