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Taking into account what Kramsch names “the diversity of authenticities” (1998: 81), what could the EFL teacher do to avoid imposing a one-sided authenticity in the EFL classroom? To begin with, revising the book one works with, might be a good step in considering “diversity of authenticities”. That is why I began, first browsing and later scanning such a pedagogical tool. My source of scrutiny was “New Interchange 2” (J.C. Richards, J. Hull and S. Proctor 1992). I first looked at its syllabus, where I found a topical listing. Initially, I thought this might shrivel my students’ authenticity in my class setting, a private university in Bogotá. Once inside the book, what might have become a shudder of disgust turned into a satisfying assessment in relation to this concept, diversity of authenticities (Kramsch, 1998: 81). Units in “New Interchange 2″(J.C. Richards, 1992) are presented culturally and multiethnically varied; accents in the recording were not the “standard” English type, but with South American, Asian, or African-American variants. My students were not going to be culturally alienated or offered a stereotyped English language from the perspective of a diverse contemporary world where English is not any more a one-nation language but an international medium of communication.

Speaking of stereotypes, not only they tend to surface in the microcosm of a classroom or a book, but at a larger extent in society as a whole, to which I would like to allude in the next section.