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English is currently the world’s international language. It is no longer the mere custody of English-speaking countries. However, the practice of native speakerism, the act of privileging the ‘native brand’, still exists in these recent days. This study has two objectives. The first is to provide a critical analysis regarding the presence of native speakerism in a government-mandated English textbook, while the second is to see to what extent the analyized textbook prepares learners to face the era with English as a lingua franca. Hu and McKay’s (2014) multidimensional analytic scheme was employed to address the two objectives. The findings show that the textbook only presents few indications of native speakerism. The pedagogical orientation, context of English use and users, and the cultural values represented in the texbook tend to adopt the local knowledge. However, the textbook has not sufficiently addressed the implication of the current status of English as the lingua franca.

EIL; English textbook; native speakerism; marginalization