While the decolonial turn in English language teaching (ELT) has brought innovative instructional practices to the forefront of the field, these works have mostly arisen from contexts in the US, Northern Europe, or the Global South, with countries such as SpainSpain and PortugalPortugal receiving little attention to date. Yet these nation-states offer unique insights given the super-colonial aspect of their language learning contexts; that is, as countries with histories as former colonizers (Spain and Portugal) where an additional colonizing language (English) is being learned. In this chapter, I explore English as an Additional Language (EALEAL) instructor practices in three postsecondary EAL courses in Spain and Portugal. Observations of advanced (C1) and intermediate (B2) discussions of textstexts in EAL courses were coded using teacher discourse move taxonomies from previous studies. Triangulation with instructor conversations and classroom materials revealed several of these practices as implicit multiliteraciesimplicit multiliteracies and decolonial pedagogies, given that these pedagogies were not named as such by the instructors. Notwithstanding the moves toward decolonial multiliteracies enacted by these instructors, other, more traditional instructor movesinstructor moves prevented the full exploration of these approaches. I discuss possible implications for the teaching of English in super-colonial and other contexts.