The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such 'glocalization' of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a 'language' per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled 'Exploring English as an International Language' in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today's globalized world.