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6.3. Have the curricula provided exposure to different cultural values? -- 6.4. Have the curricula provided opportunities to develop skills to communicate across differences? -- 6.5. Have the curricula adequately addressed sociopolitical concerns or questions? -- 6.6. Chapter summary -- Note -- 7 EIL students' responses to change -- 7.0. Introduction -- 7.1. First-year EIL students -- 7.1.1. Who is Manida? -- 7.1.1.1. EIL: "it was not what I thought"--7.1.1.2. Experiencing change and pedagogical factors behind change -- 7.1.1.3. One "puzzling question"--7.1.2. Who is Cheolsoo? -- 7.1.2.1. Encountering and experiencing "something I had never thought about before" -- 7.1.2.2. "Still not sure if EIL is the mainstream or trend" -- 7.1.3. Who is Ogilvy? -- 7.1.3.1. Initial encounter with EIL -- 7.1.3.2. 'EIL got me thinking about the things I used to take for granted' -- 7.1.3.3. "I did struggle with some of the topics that you raised" -- 7.2. Third-year students -- 7.2.1. Who is Phil? -- 7.2.1.1. "I'm the king of the world mentality" -- 7.2.1.2. Experiencing and initiating change from 'someone cocky like me' -- 7.2.1.3. EIL is 'a risky business' -- 7.2.2. Who is Tomoko? -- 7.2.2.1. Encountering EIL and experiencing change -- 7.2.2.2. 'In reality, a lot of things aren't really what we wish it to be' -- 7.3. Chapter summary -- 8 Reviewing change: From students' perspectives -- 8.0. Introduction -- 8.1. Experiencing changes through EIL curricula -- 8.1.1. Awareness of the diversity of English and its perceived relevance -- 8.1.2. Changing views on world Englishes and their speakers -- 8.1.3. Proposing and initiating change -- 8.2. Experiencing struggles and tensions in learning about EIL -- 8.3. Chapter summary -- 9 Re-envisioning a program of ongoing inquiry -- 9.0. Introduction -- 9.1. Summary of main findings and their contributions