This qualitative reflexive study investigated the teaching of ‘English as an International Language’ (EIL) as a short-term alternative program in a university in postcolonial Pakistan. The analysis reveals persisting colonial attitudes to English language education in Pakistan, with negative implications for educational access and equity across the country. The study calls for a re-examination of the ways in which English language is conceptualised and taught in Pakistan. In particular, it advocates for the design and implementation of alternative English language approaches such as EIL that emphasise dialogue, creativity, and critical reflection to extend and stimulate students’ thinking, confidence, and autonomy.