This introduction sets the stage for Trans-speakerism and Empowerment through a dialogic exchange among contributors. Upon interweaving personal narratives, research insights, and chapter summaries, it traces the ways in which the concept of trans-speakerism arises and operates across different contexts and methodologies. Three overarching themes guide the volume: identity formation and linguistic agency; institutional and pedagogical transformation; and speaker representations and biases. In other words, the following dialog brings out each chapter showing that teachers, learners, and researchers confront native-speakerism in their efforts to reestablish personal and professional linguistic identities via trans-speakerism. It also (re)introduces an expanded terminology—Global Speakers, Teachers, and Researchers of Englishes (GSEs, GTEs, GERs), and Global Speakers, Teachers, and Researchers of Languages (GSLs, GTLs, GLRs)—to step past restrictive native/non-native labels and English-centric categories so that we can properly capture multilingual and multifaceted identities. As a whole, this introduction positions trans-speakerism as both a critical framework and a practical approach that dislodges deep-seated hierarchies, celebrates linguistic identity heterogeneity, and empowers individuals and institutions to refashion language education in more welcoming and democratic ways.