The critique against native speakerism, the belief that the English language is the property of native English speakers so that any teaching, learning, speaking, and anything associated with English should be then based on native English speakers’ agreement, has been loudly argued for decades (Pennycook, 2001). This belief privileges English from Anglophone countries and marginalises Englishes from other countries. It is also the starting point of injustices in English-language teaching where discrimination (Ro, 2021) and marginalisation over others take place (Irham, 2022b).
Nowadays many scholars have advocated a more moderate view as to how to teach English to students whose first language is not English. Among them are to situate English as an international language or as a (global) lingua franca, to introduce and advocate trans approaches and to help students raise their awareness about multilingual competence (see for example Pennycook, 2001).
