This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the relevance of native speaker ideologies in EFL settings. As a result, the development and implementation of a situated pedagogy in a Japanese EFL classroom are discussed. The development of a situated pedagogy depends on finding a balance between three key components: one's personal theory of practice, institutionalised knowledge of English language teaching, and the necessities of a particular situation. Because learner and teacher autonomy are considered prerequisites for the successful implementation of a situated pedagogy, a number of procedures and methods that nurture these autonomies are recommended.