Two broad issues in the international teaching of English as a second language are discussed: the language standard to be taught (i.e., British, North American, Canadian, Australian, or some other native form), and mutual intelligibility as a principle by which to teach English. It is proposed that while language models are necessary for the learner, international toleration of differing English usages is even more important, and that while it is not possible to define an "international English," it is possible to begin to eliminate the causes of flawed comprehension or miscommunication. Greater focus in modern language instruction on the cultivation of clear speech and on general speaking ability is recommended. The definition of authenticity in learning materials is seen as less important than that the language taught be useful for communicating whatever is to be communicated. Further study of what contributes to effective or ineffective communication is encouraged. (MSE)