The worldwide spread of English, especially through the tenets and assumptions of the mainstream English language teaching (ELT) has had ideological, socio-cultural and political implications in the field of education. Reviewing these tenets and assumptions, this paper attempts to reveal this growing industry through publicizing the spread of Center-created methods, materials, curriculum and expertise as well as legitimizing only the Center's linguistic and cultural norms, introduces itself not only as a merely educational and value-free trend, but hides its biased exclusive and hegemonic nature. Then, to reveal its hidden nature and functions, it attempts to introduce and problematize some important assumptions of ELT taken for granted. Finally, through some practical and defensible suggestions, the rationale for applying critical pedagogy or in Canagarajah's (1999) words, "the third way" as a panacea to breaking the dependency on the mainstream Center-based pedagogy as an exclusive tradition in Periphery countries is introduced and discussed.