Those who view the spread of English as linguistic imperialism question the English language teaching and learning enterprise because, from their point of view, it compromises the cultural integrity of the non-native speaker. In this paper I argue that while linguistic imperialism is certainly real, and demands to be addressed, one possible way for the language instructor to come to terms with the cultural imposition of English language learning is to utilize ELT practices which position and define English as an international language (EIL). In my view, the alternative, promoting so-called 'prestige' varieties, positions the practitioner as a purveyor of Anglo-American hegemony, and perpetuates the negative impact which foreign language learning can have on the cultural integrity of the learner.