This review article aims to sensitize educationists and stake holders about the hidden curriculum of English language teaching employed in the elitist schools of Pakistan. Due to its global importance, English is emphasized in all areas of school life, and local languages and culture are excluded. Research in the socio-cultural dimensions of second language teaching, shows that implicit messagesand norms are internalized by the learners which serve to reinforce the dominant English discourse. English teaching methodologies, school environment and culture collude with the state's education policies to cause learners' subject construction. The study is relevant for language teaching situations where emphasis on English poses a threat to the peripheral students' identities.