As interest in decolonial views of teaching grows in the field of English language teaching, the question of how to integrate the principles of this perspective into teaching and teacher education becomes more central. This chapter reports on a teacher education programme in Colombia where principles of multimodal pedagogies, along with critical pedagogy and asset-based pedagogies, articulate with elements of an intercultural decolonial perspective. The author draws on three projects to embody the principles of multimodal pedagogies and to create spaces for introducing a decolonial intercultural view. Through these projects, students were encouraged to utilize different modes of communication to construct their meanings, build a sense of community, and recognize that their cultural semiotic resources (e.g., cultural practices, identities, languages, communication styles) were assets for constructing knowledge and fostering a democratic and equitable classroom environment. The chapter concludes with practical recommendations for integrating a decolonial intercultural perspective into language classes, noting that the diverse loci of teachers’ enunciation and their experiences of colonization shape the possibilities for promoting intercultural dialogue that leads to transformation of the colonial matrix.