The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language, communication and language learning. The concept “linguistic barrier,” a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined. In the second part, the article hones in on non‐nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non‐native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation, it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non‐native English language teachers alike. KEYWORDS critical discourse studies, EFL textbooks, English as a lingua franca, foreign language teaching, inclusion, language learning, linguistic barrier, non‐nativeness