Bridging theory and classroom practice, this book takes a compelling look at English learners flourishing when freed from the constraints of native-speakerism. Drawing on a full-semester study with Japanese university students, this book inspects trans-speakerism-an inclusive, empowering stance that values all English speakers equally, regardless of their native or non-native status -and explores the way it transforms learners' confidence, identities, and sense of linguistic speaker legitimacy. Using Exploratory Practice (EP), it shows students engaging critically with linguistic ideologies, developing intercultural awareness, and discovering agency in their own language learning. Rich narratives, accessible explanations, and two original conceptual frameworks make the book both practical and inspirational for students, teachers, and researchers seeking more equitable approaches to English language education. Pushing back against long-held beliefs about who English users are, this book invites readers to rethink language learning in ways that champion all speakers and support more just educational environments.
