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This article presents a pedagogical experience in which a teacher implemented a course called Introduction to Plurilingualism, in the undergraduate foreign language teacher program at Universidad de Antioquia, Medellin, Colombia, in order to favor the development of plurilingual and pluricultural competence in future language teachers. In order to analyze the impact of that course on students’ training, a systematic analysis was carried out from data obtained from questionnaires, a focus group, and the texts students wrote during the different versions of the course. Findings showed changes in students’ representations about bilingualism and plurilingualism. In addition, the data showed the need and importance of creating spaces to reflect on this kind of topic in the context of teacher’s training. Firstly, the theoretical framework is presented; then, the pedagogical experience and the way in which data were collected and analyzed. Finally, some of the findings of the experience and the conclusions are presented.

La competencia plurilingüe y pluricultural en la formación de futuros docentes de lenguas extranjeras en una universidad pública en Colombia