Decentering Dominant English Norms: Multilingual Teachers’ Ideological Shifts and Challenges Toward EIL-Aware Assessment and Instruction

English language education in multilingual settings continues to be influenced by native-speaker-centered norms, even as English increasingly functions as a shared international resource. This explanatory sequential mixed methods study examined multilingual English teachers’ ideological shifts toward English as an International Language (EIL)-aware assessment and instruction, the challenges they encountered in decentering dominant English norms, and the demographic factors associated with these outcomes. The quantitative phase involved 31 multilingual English teachers from selected public secondary schools in Tarlac Province, Philippines; 12 respondents were subsequently selected for semi-structured interviews through purposeful maximum variation sampling. Descriptive statistics, multiple regression, and Pearson correlation were used for the quantitative data, while thematic analysis was used for the qualitative strand. Teachers demonstrated a high overall level of EIL-aware ideological shift (M = 3.81, SD = 0.51), with instruction receiving the highest mean (M = 4.05). Challenges were moderate (M = 2.87, SD = 1.22). Teaching position, professional training, educational attainment, and years of teaching significantly influenced ideological shifts, while age and several professional variables influenced perceived challenges. Ideological shifts were strongly and negatively related to challenges (r = -0.721, p < .001). Four qualitative themes emerged: English as a global and shared language, multilingualism as pedagogical strength, negotiating native-speaker norms, and teacher identity as multilingual facilitator. Integration of the findings produced a Decentered English Instruction Framework for inclusive, multilingual, and context-responsive English education.