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s of society. In addressing himself to the inferiorisation of members of one group, West is insistent that the Afro-American engagement with the modern world has been shaped, primarily, by the doctrine of white superiority which is integral to institutional practices and is actualised in everyday folkways. For Phillipson, linguistic imperialism is powerfully present in its English form. ...the dominance of English imperialism is asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages ( Phillipson, 1992, p. 47). The term, structural, accounts for material possessions, such as organisations and monetary provisions. The cultural represents ideological features such as attitudes and teaching principles. English imperialism is also indicative of linguicism which entails the presence of ideologies, structures, and methodologies applied for the purpose of validating the perpetuation of unequal division of power and resources among groups defined on the basis of language. In addition, disparity guarantees the provision of greater resources to English than other languages and is advantageous to groups that are proficient in this language. Phillipson’s views of linguistic imperialism are subsumed by ideas of Galtung ( 1980, pp. 127 - 128 ) about cultural imperialism, a relationship in which some societies dominate others. Domination is forged principally by devices such as penetration, fragmentation, marginalisation, and exploitation. The last involves asymmetric interaction between groups exchanging commodities on terms of disparity. The exchange is facilitated by existence of a dominant Centre, typically made up of Western capitalist societies, and dominated Peripheries, usually underdeveloped countries. Connections between power at the Centre and the Peripheries are exemplified by shared interests in language. I think the most cogent evidence for claims of Phillipson’s, West’s, Marable’s, Galtung’s, Ansre’s, and Calvet’s can be located by looking at the status of vernaculars. While extensive research and promotion, which require huge financial resources, are associated with Western languages, this is not the case in regard to vernaculars. Here is an appropriate example. The work conducted by the International Group for the Vernacularisation and Standardisation of Literacy which resulted in publication of a document, “Vernacular Literacy: A Re-Evaluation, Clarendon Press/Oxford ( 1997 ), is a rather insignificant production when compared to the massive output of Western linguistic material. The juncture of promotion is, thus, an appropriate point at which I can solidify my argument for a Frierian presence in Communicative language teaching. My focus is on one of the richest societies, Canada. Canada, once a dominion possession of Great Britain, though dominated by two European groups, francophones and anglophones, has been accepting large numbers of immigrants from underdeveloped societies, former colonial territories. Several of these new Canadians are in a new society, principally because Canada cannot progress economically without the presence of steady immigrant streams. The Canadian Federal Government, through its Citizenship and Immigration Commission, ( C.I.C ), makes available, to all immigrants, on a nationwide basis, a communicatively based programme of second language acquisition known as Language Instruction for New Canadia