Most of the literature about grammar in the EFL classroom concerns what if any role the presentation of grammar has in foreign language instruction. Opinions range from support for grammarbased curricula to those which include some focus on form to those who see no role at all for the explicit teaching of grammar. But one issue that is less discussed in relation to the everyday workings of the EFL classroom is the validity of purported grammar rules themselves, rules which teachers use as the standard for what is considered grammatically correct expression in their classrooms. This paper will discuss how many of the purported rules that underpin curricula around the world are specious and lead educators to use standards both in their teaching and testing which are not based on historically accurate data for assessing grammatical correctness. This can lead teachers to become part of the problem rather than the solution. What native speakers actually do-not what pseudo-grammarians think they should do-is the standard of grammatical correctness that should inform the EFL classroom. This paper reaffirms that language change is natural and should not be rejected, countering the position that the language of the EFL classroom remain static. Instead, language dynamism should be integrated into foreign language instruction.