This chapter interrogates the role of internationalization of language education (ILE) and how it serves local communities. ILE has been often adopted with the aim to cultivate a global citizenship, cosmopolitan disposition, and intercultural competence. While certainly laudable, such an attempt is driven by a problematic colonial and imperialistic ideology toward language, flattening and overlooking different racioethnic communities’ historicity and rich and dynamic linguistic and cultural ways of being and meaning making that already exist. Recognizing local-global relationships that are intertwined and interconnected emergent from continuing and increasing transnational communities in different cityscapes, we argue that “international”, or rather, transnational representations have long existed and that ILE must be kept accountable to these communities. Speaking from our locale, Houston as an example, we point to how language “learners” and educators in this locale already constitute what makes the city and its educational spaces “international,” and therefore urge educators to deliberately engage with their communities’ cultural wealth and community’s funds of knowledge as educational tools and resources. We look to community-based language education sites that aim to recognize and center communities’ rich and dynamic languaging to illustrate this point. We conclude with suggestions in keeping educators and students accountable to not fetishize and exoticize language difference and plurality.