In such a climate, it is not exaggerated to assume that, like other scholars, English scholars who came to the British territories (and independent states such as Thailand) brought with them similar attitudes toward the local knowledge and people (Pennycook, 1998). Despite that India and China have long been multilingual countries with a rich tradition of learning and teaching second language, colonial scholars showed very little interest in gaining more insights into existing local knowledge or experience in language teaching or learning (Kumaravadivelu, 2003a).