Deleuze and Guattari's rhizomatic thinking, influenced by the theories of chaos and complexity, may well be relevant to the field of language teaching and learning where various studies and experiments are growing offshoots in different parts of our state and country. The realm of pedagogy falls within the span of the persistent human desire to excel, to make things significantly better than before. Man is constantly striving to capture the ever-elusive utopian ideal in all conceivable spheres. To comprehend and harmonize with the needs and culture of an ever-changing world, the field of second language teaching / learning is in a continuous state of flux, forever searching for newer approaches, methods, techniques and pedagogical tools for greater efficacy. A perusal of the history of English Language Teaching (ELT) reveals a pressing need to clear the conceptual cobwebs and terminological bedbugs prevalent in the combinations, harmonies and discords between layers of theoretical principles. pedagogic practices and political ideologies (Kumaravadivelu xiv). A scrutiny of the present milieu further reveals that important transformations are underway in the social and technological domains, particularly in terms of how we live and work. The contemporary times referred to as the 'Information Age' or 'Knowledge Based Society' are characterized by a diffusion / explosion of information and communication technologies. In the higher education arena, there is a shift in perception about the needs, outcomes and strategies with the locus now shifting from imparting knowledge to developing the skills and resources necessary to engage with social and technological change. All this necessitates a constant review of the teaching-learning process in order to promote new educational approaches and practices to adapt to the changes. At the same time it is good to remember the cautionary note sounded by Kelly way back in 1969 after investigating 25 centuries of language teaching - much that is being claimed as revolutionary in this century is merely a rethinking and renaming of early ideas and procedures. While the education at the primary and secondary levels forms the backbone of a student's knowledge base, it is at the tertiary level and beyond that the application of his / her learnt or acquired database of knowledge and communication skills becomes relevant outside the purview of examinations. It is here that a polish and finishing touch has to be given to the learner to chip away at the rough edges and fine tune their cognition, competence and articulation. But the pertinent question is whether our graduates achieve these qualities by the end of their undergraduate programmes.