My work in Taiwan is dominated by adult students who ask for help with accent training. They need to do business with Koreans, Japanese, various speakers of Southeast Asian languages, Australians, Latinx people, Indians or various Europeans.
You see, all their teachers have been from an "Inner Circle" country (UK, Ireland, US, Australia, Canada, New Zealand). They are therefore most used to those accents, North American ones in particular. They might meet people with those accents, but for business, there is a real need to better understand other Englishes.
My life in Taiwan is unfortunately punctuated by people bloviating about how racism in the English learning industry is somehow acceptable because of "choice" or "the market" or something (their arguments don't make much sense, because they are constructed mostly to avoid confronting uncomfortable issues rather than as stand-alone opinions).
They might try to say that this is acceptable because of some sort of subjective "clarity" of certain accents, although of course how clear an accent is depends in great part on how exposed you are to it compared to other accents (these people are not exactly experts in second language acquisition).
Some pontificate on how it is preferable to be taught by a "native speaker", usually with a very poor understanding of second language acquisition or what being a "native" or "non-native" speaker might actually mean. There is even less recognition that many people in India, Singapore, Nigeria, the Philippines (and more) are, in fact, native speakers, let alone questioning why they aren't recognized as such.
(The answer is racism, by the way. But that's hard for Johnny McBackpacker to admit when it casts doubt on his strongly-held opinion that "the market" is the Fairest Arbiter Of Them All.)
My life in England is characterized by mostly non-native speaking classmates, all of whom are fluent in English, and all of whom know more about the pedagogy of how to teach English than the average Johnny McBackpacker.
Sure, they have accents. But many of them have the accents that my adult students say they need to better understand for their work. Every last one of them is qualified to teach in Taiwan, but many if not most would struggle to get hired here.
We talk about all sorts of things, not least of which is the idea of English as a lingua franca (ELF) or English as an international language (EIL). Most English learners speak regularly with other non-native speakers, some perhaps almost entirely so, especially if they are using English in business or academia.
Back in Taiwan, the consequences are not surprising - all that learning of English from Canadians, Brits and Americans (the so-called 'preferable' native speakers) has actually put those students who tell me they need help with accents at a disadvantage. They get to work and realize, oh, all that time I spent with Teacher Becky listening to dialogues between Tim and Karen, but I actually have to communicate with people who don't speak like Becky, Tim or Karen. I have to do business with Sandeep and Cheng and Fumiko and Nnedi and Abdurrahman and Lupa.
Of course, most people making hiring decisions are not educators. Even if they realize that they are actually disadvantaging their learners by not providing the English education many instrumentally-motivated Taiwanese learners are likely to need, they don't care. "It's the market." And the market wants white - even Inner Circle "native speaker" teachers who aren't white struggle to get hired.
And I just can't help but think, if y'all hired fluent English-speaking teachers from around the world, ensuring that most learners through their time studying English were exposed to a variety of Englishes, maybe not so many adult learners would come to me asking for help, which I have trouble giving with my Standard American accent. Maybe if we hired more English teachers whose usage represented the speakers and Englishes our learners would actually be communicating with, we wouldn't have this problem.
I mean, I don't want to say "duh", but...duh?