<![CDATA[The global use of English as a lingua franca has fundamentally transformed the role of English in education. However, English Language Teaching (ELT) practices in Indonesia remain largely influenced by native speakerism, an ideology that positions native speakers as the ultimate linguistic and pedagogical authority. This study aims to critically examine the hegemony of native speakerism in ELT through a postmodern philosophical perspective, with particular attention to English as a Lingua Franca (ELF) and World Englishes. Using a conceptual–philosophical research design, this study analyzes recent international journal articles published within the last ten years as primary data sources. The analysis focuses on three dimensions: the manifestation of native speakerism in ELT practices, its epistemological and ontological implications for teacher and learner identities, and alternative paradigms offered by ELF and World Englishes. The findings reveal that native speakerism operates as a normalized ideological structure through linguistic standards, cultural representations, and institutional practices, leading to epistemic injustice and identity marginalization of non-native English users. Furthermore, ELF and World Englishes provide a more inclusive framework by emphasizing intelligibility, plural linguistic norms, and the legitimacy of local English varieties. This study concludes that deconstructing native speakerism is essential for developing a more equitable, context-sensitive, and pedagogically relevant English education in Indonesia]]>
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