Advanced second language knowledge which approximates native norms is often assumed to be liberating. Yet, "forms and grammars that deviate from the ‘system’ as defined by linguists or native speakers are still communicative." (Canagarajah 2103:80). Research in English as a Lingua Franca (ELF) has highlighted concerns that teachers’ unselective targeting of native competence can inhibit learning processes. ‘Liberation’, when thought of from an ELF perspective, may derive from exploration of meaning (‘how’) rather than learning language as code (‘how much’), and from learning objectives emphasizing intelligibility and communication, which better reflect learning processes, and better suit the needs of most users of English. During endeavors to enhance awareness of such issues in an East Asian university context, it has become apparent that teachers have difficulty accessing information which is both concise and comprehensive enough to manifest all relevant aspects of ELF.