This hermeneutic study interpreted the methodological processes carried out by the teachers-advisors of the area of pedagogicalteaching practice of a degree program in Foreign Languages with emphasis in English, in a university in Colombia. The researchers used two information-gathering techniques, a 22-question survey for student-practitioners and an 8-question interview for teachers-advisors; both tools to assess the perceptions of these methodologies from three final categories that are: “Knowledge to teach”, “contexts”, “strategies and mechanisms in teaching”. In the findings, a positive balance is evident in those methodological processes implemented by teachers-practice advisors; likewise, based on the didactic foundations identified in the documentary analysis, there is a marked congruence between what students perceive and what their teachers say.