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This paper explores the use of a prosody based model of English language teaching, which focuses on enhancing “sophisticated communicative competence” of learners, while weighing in divergent ideas which might scuttle this pedagogical initiative. It explores four different dimensions: 1) Non-native identity of the language teacher as a stumbling block, 2) fallacy of assumption about automatic acquisition of prosodic attributes, 3) misperception about prosody being a mere academic exercise, and 4) defying “critical period hypothesis” underlying biological constraints in acquisition of language nuances.

Bricklaying with Mortar: Prosodic Orientation to English Language Teaching