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In 2018, the A.S. Hornby Educational Trust launched its ‘Decentring ELT’ initiative, with the aim of identifying, publicizing, and supporting ways in which English language educators in low- and middle-income countries work locally and collaboratively to develop activities that respond to their particular circumstances. This article aims to explore the notion of ‘decentring’ in ELT by means of a provisional characterization and by presenting examples of activities carried out by ELT teacher associations in Africa, Latin America, and South Asia which involve: localization/devolution; encouragement of success-sharing; support for teacher research; investigation of members’ needs and/or capabilities; and/or attempts to bring about wider change. On the basis of feedback received so far on our provisional characterization of decentring, we end by highlighting some ways in which this notion, and outside support for it, may need to be not only extended but also problematized and critiqued.