ABSTRACT
The global nature of the Communicative Approach to Language Teaching (CLT) is in many respects similar to the global nature of the English language. Like English, CLT emanates from the West. CLT methods are viewed as having embraced the principles of success, being "synonymous with progress, modernisation, and access to wealth" (Kramsch & Sullivan, 1996, p. 200). They are, therefore, revered as the ideal model in places outside its origin where "appropriate" methodologies for teaching and learning English as a second or international language (ESL—EIL) are much sought after. Experts of the method who are usually native English speakers from the British-Australia-North American group (BANA group, in Holliday's, 1994, term) are recruited by the ESL-—EIL countries, particularly in the Ear Eastern regions, to help make the method grow and take root.
