ABSTRACT
This chapter argues that it is impossible to separate English from its many contexts and thus that a key tenet of the discourse of English as an International Language (EIL), that not only is the notion of 'just the language' and impossibility but so is the notion of 'just teaching'. To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices. The chapter attempts to lay out some general concerns in developing critical pedagogies of English. It explores ways of developing critical pedagogies to confront the worldliness of English. It is worth pointing out here that although most of the contexts of English use discussed so far have been in what is often termed an 'English as a foreign language (EFL)' context as opposed to an 'English as a Second Language (ESL)' context, many of the points in the chapter may apply equally to both contexts.
