This article examines current pedagogical trends in the foreign language classroom and argues that a critical literacies pedagogical approach (Freire, 1970) should guide instruction. A critical literacies pedagogical approach is then discussed in the context of foreign language teaching and learning, and particular attention in this article is given to the approach's potential to deemphasize the dominance of the native speaker (Cook, 1999; Kramsch, 1997; Maxim, 2006). Theory and findings from research in a variety of disciplines (e.g., linguistics, English as a Lingua Franca, second language acquisition, education) is synthesized to posit that, through the use of a critical literacies pedagogical approach, learners will be empowered to overcome the impression that their non-native status puts them at an eternal disadvantage. The article concludes with some practical suggestions for the foreign language classroom and a discussion of broader implications that might affect not only the individual foreign language student but also the collective foreign language department at the university level.