In order to keep the assistance and export cycle going, Canagarajah (2002b) argues that new or sometimes recycled ELT methods are initiated and marketed under different brand labels in order to perpetuate the demand for these products. Business goes hand in hand with language teaching experts from technologically and economically developed countries of the West (or center) who ―hail the new methods in various media as the most advanced, revolutionary, or successful yet constructed‖ (Canagarajah, 2002b, p. 135). He adds that these methods are promoted as being conducted under ―sophisticated research with hi-tech facilities and then popularizing the knowledge globally through their publishing networks and academic intuitions‖ (p. 135). Therefore, many teachers and institutions in less developed nations (or peripheries) have to spend more of their limited resources to purchase the export of new teaching materials from the West. However, like Bhatt‘s (2001) comment, to learn to use these, those on the periphery have to spend more resources to acquire assistance from agencies or center experts to set up a training program for their local teachers. In this climate, the worldwide ELT industry, dominated as it is by the interests of the West, works hard to guarantee that ―the fountainhead of global employment opportunities [and wealth] for native speakers of English does not dry up any time soon‖ (Kumaravadivelu, 2003a, p. 543).