This article first provides a quick overview of language education in the context of colonialism and epistemicide, summarizing some of the roles that different approaches to language education and language teacher education have taken within those systems. It then briefly describes the theoretical foundations of critical reflection for transformative learning and its potential application as both analytical and pedagogical tools in teacher education before commenting on each article in this special issue in relation to its unique contribution to the development of transformative language teacher education through the engagement with stages in the cycle of critical reflection for transformative learning. It ends with notes toward a framework of critical reflection for transformative praxis in the context of decolonizing language teacher education for the ultimate goal of ontoepistemic freedom and pluralism.