Rethinking English Language Teaching in Mexico: Teachers’ and Students’ Perceptions of English as a Lingua Franca

English as a Lingua Franca (ELF) has emerged as a prominent phenomenon, impacting English Language Teaching (ELT) worldwide. Despite its relevance, ELT in Mexico predominantly adheres to an English as a Foreign Language (EFL) approach, with limited research exploring ELF-aware methodologies. This qualitative case study aimed to address this research gap by investigating EFL teachers’ and preservice teachers’ perceptions regarding the ELF paradigm and its pedagogical implications at a Mexican public university. Data were collected through questionnaires, semi-structured interviews, and a focus group. Findings reveal  that while participants show increasing awareness and strong support for English varieties, some misconceptions regarding ELF persist. Furthermore, participants emphasize the need for culturally sensitive, context-specific pedagogies tailored to Mexico’s unique linguistic landscape, highlighting the necessity for teacher education programs to incorporate  ELF theory and practice, de-center native speaker norms, and equip educators with skills to adapt materials and foster intercultural communicative competence.