The English language is the most widely-spoken language in the world. This fact deserves serious consideration for educators at all levels of the education system, but more so for those who are tasked with the teaching of English to learners whose Mother Tongue is not English. Globalisation, the internationalisation of education and migratory trends are largely responsible for narrowing the interconnection of world peoples via various means. For this very reason, English language pedagogical issues exist in multilingual countries as well as in those countries that have a migrant multilingual population. This paper explores the value of, and benefits to be gained, from employing tailor-made pedagogical approaches in English language teaching. It contends that the all-embracing educational landscape necessitates a parallel move with the fast-changing times. It also explains why and how pedagogical spaces should be widened and narrowed. The discussion draws from a wide literature base, research findings and personal experiences, but zeros in on theoretical frameworks such as constructivism, social constructivism and scaffolding. The paper concludes with the assertion that the widening and narrowing of pedagogical approaches have become an imperative in an ever-changing world. This is especially pertinent for countries that are concerned with the development of productive and participating citizens, which in turn stimulates and produces national development. [For the complete Volume 22 proceedings, see ED656158.]