This article begins by reviewing the categorization of English as a second language (ESL) and as a foreign language (EFL) and the pedagogy such categorization is supposed to imply. The author tries to show the distinction between the ESL and EFL is ambiguous, and the author argues that the definitions fail to establish the status of English, at least in Nepal. The author tries to show that the pedagogy resulting from this distinction, especially the model question, also remains vague. The article concludes that the recent emphasis on the legitimacy of non-native varieties of English has significant implications for ELT. The author argues that English in Nepal is a case in point. Although Nepal has been presented as an EFL country, it is difficult to establish its status unambiguously. (Rajeev Ranjan Singh 2007-01-27)