This chapter introduces a post-unit thinking pedagogy specifically adopted to the institutional settings that require unit thinking, such as a language class that prepares students to take a certification test on a standard language. Because a standard language is usually based on the unit thinking of language, teaching it enforces unit thinking. Also, because the standard language is chosen not for its linguistic desirability but for the social status of its speakers, teaching it perpetuates relations of power. In order to avoid both, the post-unit thinking pedagogy of compartmentalizing, “Neo-Teaching-to-the-Test: The Swenson Method,” calls for framing the act of teaching the standard language as merely teaching for the test, supplemented by a discussion of the power relations that put the standard language on the test in the first place.