ABSTRACT
This chapter provides the theoretical basis of this book. It highlights the centrality of teacher talk in the CLT classroom context viewed from the perspective of input, interactionist and socio-cultural theories of SLA and politeness theories from Pragmatics. It then critically appraises the enhanced target English knowledge and skills that are required of EFL practitioners if they are to successfully mediate the introduction of a wider range of varieties into EFL pedagogy. The chapter closes by highlighting the vital role that CL can play in facilitating this development.
