In this paper the author argues that current changes in the nature of English and English language learners warrants a re-evaluation of two widely accepted notions of ELT curriculum development, namely, that the goal of English learning is native speaker competence and that native speaker cul ture should inform instructional materials and teaching methods. Recogniz ing the current status of English as an international language (EIL), the author describes central features of an international language and how these influence the relationship between language and culture. The paper then proceeds to demonstrate how native speaker models and culture need to be carefully examined in reference to EIL curriculum development.
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