This paper focuses on the model of politeness developed by Brown and Levinson (1987), which has had a huge impact on the field up to the present day--it provides a universal(istic) model to capture politeness across languages and cultures. In addition, this study provides some details of the attested weaknesses of the model and highlights its merits in relation to research on second language (L2) teaching and learning and the practical needs of the L2 classroom. The aim of this paper is to enrich a dialogue between (im)politeness theorists, L2 teaching and learning researchers, and language teachers. It is argued that an eclectic approach to politeness can provide realistic guidelines for language practitioners, thus catering for the differing needs of teachers and learners in the L2 classroom.