The Challenge Contemporary pluralist approaches have been the latest trend in foreign language education (FLT) but can they actually advocate for justice, equity, and diversity for all learning groups under any circumstances? The fundamental objective of FLT is to teach students about international cultures and languages and therefore become "international," but is it therewithal and necessarily "internationalist"? Can pluralist pedagogies be the ultimate remedy or should "pedagogical pluralism" be welcomed? This current study links critical race theory with internationalism to unveil an elaborated scrutiny of students' perspectives in a unique context through a normativehumanistic lens.