One characteristic of the field of TESOL is that it appears to be in a constant state of change. For example, new curriculum frameworks currently being implemented in different parts of the world include competency-based, text-based, and task-based models. In many countries English is now being introduced at the primary rather than secondary level, necessitating considerable new investment in textbooks and teacher training. Teachers are being asked to consider such issues as the status of English as an International Language, blended learning, and critical pedagogy. As someone who has been actively involved in trying to interpret the significance of new trends in language teaching since the 1970s to teachers in training in many part of the world, the author offers reflections on some of the issues that have shaped the development of approaches to English language during this period.