The competencies of nonnative speakers have been revisited and as a consequence of globalization the focus has shifted from communicative competence to intercultural communicative competence over the last two decades. As a result of new conceptual frameworks of English(es), emancipatory frameworks for defining competencies of non-native speakers have emerged in academic circles. However, it is unclear whether this theoretical shift and these emancipatory frameworks have been widely adopted in practice. The aim of this study is to present how English teachers define competence of successful nonnative English speakers. The research also has sought to determine what type of English, such as EFL or ELF, teachers endeavor to implement in their classes.