National policies for English-Spanish bilingualism require the availability of more and better prepared EFL teachers in Colombia. This paper critically analyzes the use of two international models of teacher development that play the role of alternative and additional certifications for ELT professionals in the country. Through the review of literature in the field, the author argues that the current promotion of the use of the In-Service Certificate in English Language Teaching (ICELT) and the Teaching Knowledge Test (TKT) as additional and alternative teaching certifications may represent some forms of standardization, exclusion, inequality, and businessification in the professional development of EFL teachers. Conclusions suggest the need for more critical voices from teacher educators, better communication strategies among different educational actors and the construction of a more pluralistic view of the professional development of EFL teachers that values local knowledge.
 Received: 26-03-09 / Accepted: 30-04-09
 How to reference this article:
 Gonzalez Moncada, A. (2009). On Alternative and Additional Certifications in English Language Teaching: The Case of Colombian EFL Teachers' Professional Development. Íkala. 14(2), pp.183-209.