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l process, “a form of human living, rather than merely a set of arbitrary signs and signals.” The emphasis is evident - so states Catford - in the Firthian view about contexts of situations or fields of relations, among persons playing roles in societies and what they utter. Despite Firthian residues in the British approach to communicative language teaching, what is notably absent from it is any effort to grapple with the enormous question of domination or oppression. In the British, as well as other approaches, there is no identifiable basis in conscientizacao premised on efforts to abolish colonial domination and its existing residues.. There are no programmatic statements which exemplify commitments to struggle against social, economic, and cultural oppression. Nor, for that matter, is there reflection on causes of oppression or accounts about how teachers can learn in acts of critical self-reflection. The argument above is applicable, even to strong claims about learner centred infusions to communicative language teaching. The appropriate reference points here are ideas of Tudor ( 1996, pp. 271 - 282 ). He says the basic assumption behind learner centeredness is that language acquisition will be more meaningful, if students, rather than than the teacher, make decisions about the conceptual, methodological, and linguistic content of the acquisition. What is being promoted is a ‘partnership model’ geared to attaining transference of responsibility. At the classroom level, it is consultation between teachers and learners defined by negotiation which leads to curriculum design. Contributions from learners are integrated, at every stage of acquisition. Students become active participants in collaborative processes aimed at accomplishing outcomes such as syllabus negotiation, and learner independence. Tudor acknowledges that target language teaching is a multi-faceted social and cultural activity which obliges practitioners to be cognisant, not merely of of learners’ psychological profiles, but also, their socio-cultural settings. One of the relevant factors which must be considered is learners’ cultural attitudes to language study and the roles of teachers and learners. Collaborative activities will not be successful, if teachers are regarded authority figures. Despite the acknowledgement, Tudor is explicit in declaring that it is the teacher’s ultimate responsibility for ensuring that effective learning occurs. The Frierian absence is particularly noteworthy, in post-independence periods. These have been characterised by significant flows of immigrants whose first languages are non-European, to European locations. Many of the immigrants are, indeed, the masses who have been exploited, as a consequence of colonial oppression. Further, in a contemporary setting where the stranglehold of globalisation and monopoly capitalism which nurtures it bodes ill for many inhabitants of ex-colonial possessions, there is no version of communicative language teaching whose proponents address themselves to the destructive impact of a matter such as cultural invasion. Perhaps, one of the most harmful consequences can be seen in the activities of Rupert Murdoch, the Australian who became an American citizen for the purpose of expanding his media empire. In early 1993, Murdoch, owner of Sky television in Europe, Fox Network in the U.S.A., and several newspapers worldwide - including the Times, Sun, and News of the World in Great Britain - i