This paper discusses and problematizes the prevalence of standard English ideology and native-speakerism in mainland China. Through scrutinizing key studies that investigate into Chinese English learners’ attitudes on China English and English as a Lingua Franca (ELF), this paper attempts to summarize Chinese learners’ major misconceptions on issues related to standard English, native English varieties and English learning goals. It provides a critical review of previous research within World Englishes and ELF paradigms that endeavor to challenge these mentalities. Developing from this review, this paper proposes a framework for classroom-based instructions that aim to raise Chinese learners’ ELF awareness and promote perceptional changes. This framework, based on Sifakis’s transformative approach, has three phases, exposure, critical awareness raising and action plan. Exposing learners to the diversity of English and ELF communication excerpts as well as the knowledge of sociolinguistic reality is the first phase. It lays the foundation to raise learners’ critical awareness of underlying power relations behind variety choices, the nature of ELF communication, as well as unattainability and unnecessariness of obtaining near-nativeness. The awareness can be promoted through reflection on their learning and usage of Putonghua. The last phase engages students in action plan to re-exam and make informed choices on individual learning goals to meet their own future communicative needs

English as a Lingua Franca,language attitude,language awareness,Chinese College Students,Transformative Approach