Latin American countries have experienced demographic and linguistic changes since Educación Intercultural Bilingüe (EIB) was first developed. Yet, ministries of education continue to impose generic models that do not reflect the realities of migrant Indigenous groups, who experience linguistic and ethnic minoritisation processes. Based on our ongoing work with a migrant Salasaka Indigenous community from the Ecuadorian Andes living in Galapagos, a region in which the majority of the population does not identify as Indigenous nor speak Kichwa, we propose Contextualización Transformativa de Educación Intercultural Bilingüe (CTEIB). CTEIB 1) considers processes of enacting Indigeneity in migratory contexts; 2) reflects the dialogic influence of place on migrant Indigenous communities' languages, traditional ecological knowledge, and culture; and 3) acknowledges the agency and creativity of Indigenous groups as transformative agents in maintaining their languages and Indigeneity outside their ancestral lands. This paper describes the theoretical underpinnings of CTEIB by building on the work of the Salasaka community in contextualising and adapting the Ecuadorian EIB programme to Galapagos. Beyond the importance of this work for migrant Indigenous communities, this work advocates for EIB programmes to address Indigenous migration in their design and implementation with implications for educational researchers, policy makers, and educators.