Traditionally, ESL programs in the United States have not distinguished between students coining from countries where.English has been institutionalized, such as Nigeria, and those from countries where it has not been, such as Japan. However, the legitimacy of these institutionalized or nativized varieties has become more and more accepted. In spite of this acceptance, scant attention has been focused on how ESL programs might adapt to the growing consensus. This paper outlines an application of theoretical understandings of nativized varieties to the very practical concerns of ESL programs; namely, testing, placement and pedagogy. First, through analysis of placement essays written by Nigerian and Sri Lankan students at an American university, we demonstrate that the non-recognition of the legitimacy of nativized varieties can have the very real effect of lowering a student's placement. We then suggest a two-tiered evaluation which discriminates between those students competent in English but significantly unfamiliar with the American variety and those whose competence in English is deficient. Finally, we advance a pedagogical approach and techniques which we believe appropriate for speakers who are competent in a non-native variety, but are unfamiliar with the American idiom and culture.