Abstarct: This study examines how to negotiate these hierarchies and construct cultures through teachers' speech within EFL classrooms at Iraqi universities. The research is baxsed on Critical Discourse Analysis (CDA) and explores the discursive strategies used by teachers to promote or challenge the perceived superiority of native speakers' standards over local linguistic and cultural identities. The study adopts a qualitative, multi-case design with the participation of 20 foreign English language teachers from different Iraqi universities. Data are collected through 40 non-participatory classroom observations, semi-structured stimulating recall interviews, and analysis of educational documents. The analytical frxamework used Norman Faircliffe's three-dimensional model, which includes textual analysis (descxription), discursive practice analysis (interpretation), and social practice analysis (explanation), along with objective analysis of interview data. The results reveal that school discourse is mainly characterized by a preference for native speakers' standards, and often frxames local linguistic diversity through the lens of inferiority. Textual analysis identified lexical patterns and the use of specific pronouns that built clear boundaries within the group/outside the group, while interactive patterns dominated the traditional initiative, response, and feedback sequences. However, the study also identified important cases for discursive negotiation, where code switching and language translation were strategic tools for cultural mediation and educational compromise. The study concludes that teacher talk serves as a primary mechanism for mediating power relations and cultural ideologies. It underscores the necessity for a more reflexive and culturally responsive pedagogy in Iraq one that moves beyond linguistic imperialism to foster genuine intercultural communicative competence.