Since the advent of spoken corpora, descriptions of native speaker spoken grammar have become far more detailed and comprehensive. These insights, however, have been relatively slow to filter through to ELT practice. The aim of this article is to outline an approach to the teaching of native-speaker spoken grammar which is not only pedagogically sound, but which also reflects current sociolinguistic concerns about using native-speaker models in the classroom. The article proposes some principles for the selection and design of texts and tasks in the teaching of (native-speaker) spoken language. The reactions of a small group of teachers and learners who piloted materials based on these principles are discussed. The article concludes that, through the approach outlined, it is both possible and potentially useful to raise awareness of nativespeaker spoken language without detriment to what Modiano (2001: 339) terms "the cultural integrity of the non-native speaker."