Internationalization in the field of education has become synonymous with the use of English, accompanied by an explosion of English language education in the global south. English language educators are tasked with ensuring English language pedagogy prepares learners for competition in global markets. Policy, influenced by persistent discourses of coloniality, frequently prioritizes adoption of pedagogic practices of Anglophone language education through internationalization arrangements that involve offshore English educator professional learning and development (PLD) provided by Anglophone countries with the aim of embedding imported pedagogies in local language and teacher education programs. This chapter draws on research conducted in Asia-Pacific settings to discuss some of the challenges and opportunities of such internationalization initiatives for English language education and educators. Drawing on a theoretical framework of the complexity of language teacher learning, the entanglement of internationalized professional development experiences with issues such as discourses of coloniality, commodification of knowledge and pedagogies, contextual responsiveness, and agency is explored. To conclude, I argue that the future for English language educator PLD as an internationalized practice lies in shifting the balance of the geopolitics of knowledge about language teaching by challenging the coloniality at the heart of global higher education.