Following the stage of course design, curriculum development includes syllabus and materials design as well as the development of suitable teaching methodology. The rationale behind these stages is that information gathered in each of them will be fed back into the processes of course design and development. Business English has witnessed two major interrelated paradigm shifts in the approaches to language teaching and learning (Nickerson 2005: 369). First, as a result of the so-called “discursive turn”, language use beyond the sentence level has been foregrounded rather than decontexualised language items. Second, the “communicative turn” in language teaching (Allen and Widdowson 1978) has contributed to de-emphasising formal aspects in Business English instruction, as well as a move away from functional-notional curricula in favour of communicative strategies that, more recently, have also taken on board non-native speaker communication as a benchmark for effective business communication.