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This paper is designated to report my internship experience in the Bilingualism for Peace Program. My internship was carried out through face-to-face classes, at the Institución Educativa La Ribera (IE La Ribera) in Monteria. It consisted of teaching English lessons to a pre-Intermediate level, and an Upper-Intermediate Level with students from 8,9, and 10th grade. The problem identified turned out to be that the course curriculum seemed to be excessively focused more on teaching about the language itself, than on addressing important local and global social issues through the language as conflict resolution and human relationships, which is another objective of the program. Therefore, the main purpose of this internship was to promote the development of communicative competencies that allow the students to deal with issues relevant to a globalized, integrated, and competitive world through the design of lesson plans based on an approach of Task-Based Language Teaching, under the theory of Education for Peace, and Intercultural Competence. The lessons used English as a bridge for themes in classes that addressed controversial topics such as Family Issues, Racism, and Gender Equality with the help of a United Nations project to trigger attitudes for a new generation of peace-and-changemaker citizens. This paper discusses the pedagogies, the program where the internship took place, methodologies, results, conclusions, recommendations, and limitations of this meaningful process in which I had personal and professional growth of great value.