English language teaching (ELT) currently occurring in diverse social settings points to the need to locate ELT in its social context. Many researchers have highlighted the need to explore local vernacular practices, in particular ELT practices in peripheral contexts. The present study investigates events in an English language classroom at a Nepalese public college, using ethnographic observations and interviews. The article describes local practices that have emerged to match the contextual particularities of this classroom. Although localized practices are idiosyncratic, they have coherence within the macrocosm of language teacher education. Vernacular practices and local knowledge are under-represented in both ELT theories and language teacher education. The findings of the study will help understand classroom teaching practice and competence of teachers in "peripheral" contexts as well as help raise "relevant doubts and questions" (Bowers, 1986, p. 407) regarding established ELT theories and practices.