The global expansion of the use of English throughout the last decade has had significant implications for its instruction around the world. Among the issues that have arisen as a result of this expansion has been the selection of appropriate phonological models in the English language classroom. Specifically this particular issue has hinged on the question of whether it is more appropriate to encourage English language learners to strive towards the goal of a particular native variety of English pronunciation, or to promote an alternative target. This question has provoked much discussion, and has been the subject of occasionally heated debate (e.g. Jenkins, 1998, 2000; Scheuer, 2005, 2008; Seidlhofer & Jenkins, 2003).