Past decades have seen a growing assumption worldwide that national governments should
provide 'English for Everyone'(EFE) as a core component of their school curricula. Personal
and national benefits expected from such English provision are generally expressed in
terms of developing learners' abilities to communicate in English. Despite enormous
financial and human investment, actual outcomes are often disappointing. One reason for
this, in many contexts, is policy makers' wholesale appropriation of 'native …