Which pronunciation norms and models for English as an International Language?

The recent growth in the use of English as an International Language (EIL) has led to changes in learners' pronunciation needs and goals. The acquisition of a native-like accent is no longer the ultimate objective of the majority of learners, nor is communication with native speakers their primary motivation for learning English. Instead, what they need above all is to be able to communicate successfully with other non-native speakers of English from different L1 backgrounds. This article proposes that with English assuming the position of the world's major lingua franca, a radical rethink is called for in terms of the role of pronunciation and its aims within the ELT curriculum. In particular, there is an urgent need to consider the question of which pronunciation norms and models are most appropriate for classes aiming to prepare learners for interaction in EIL contexts, and to raise teachers' awareness of the issues involved.