This chapter critically examines the power dynamics and forms of linguistic discrimination that underpin English language learning and teaching in Asian classrooms, highlighting the systemic marginalization of certain learners and teachers. Drawing on Bourdieu’s (1987) concept of capital and Darvin and Norton’s (2015) notion of investment, it explores how discourses of privilege, native-speakerism, neoliberalism, and ideologies shape learner and teacher identities and influence their investment in English language and literacy practices. The chapter reviews empirical studies illustrating how Asian learners and teachers can be marginalized through discursive practices that valorize “standard” English, often at the expense of local, regional, or nonnative varieties. It discusses how accent, ethnicity, social class, and migration status intersect with these ideologies to reinforce power imbalances and create identity crises and exclusion from legitimate participation in English-speaking communities. The synthesis of research highlights the importance of recognizing the fluidity of identities and the agency of learners and teachers in resisting marginalization. The chapter also explores pedagogical innovations and digital spaces that can empower marginalized groups by fostering critical awareness of language ideologies, promoting translanguaging, and valuing diverse linguistic repertoires as legitimate capital. The conclusion underscores the need for future research to address the complex intersections of language, race, social class, and ideology, advocating for inclusive practices that accentuate local varieties, multilingualism, and the full range of learners’ and teachers’ social and cultural capital. Overall, this chapter aims to contribute to a more equitable understanding of English language education in Asian contexts, emphasizing the importance of empowering marginalized voices and decolonizing pedagogical practices.