Michael Byram and Peter Grundy have both worked in language teaching for many years at the University of Durham. Their interests in foreign language teaching in Britain and Europe, and in the teaching of English worldwide, complement each other and bridge the gap which often exists between ELT and other languages. They have cooperated to bring together researchers from several European countries and the USA in an endeavour to raise the awareness of the profession concerning the socio-political, cultural and psychological contexts in which language teaching and learning takes place; classrooms are not insulated from the world.

• Mike Byram and Peter Grundy: Introduction: Context and Culture in Language Teaching and LearningClaire Kramsch: From Practice to Theory and Back AgainRandal Holme: Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of LanguageChristiane Fäcke: Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature CoursesGisèle Holtzer: Learning Culture by Communicating: Native–Non-Native Speaker Telephone InteractionsAna Halbach: Exporting Methodologies: The Reflective Approach in Teacher TrainingHelene Decke-Cornill: ‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in GermanyReinhold Wandel: Teaching India in the EFL-Classroom: A Cultural or an Intercultural Approach?Stephan Breidbach: European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public SphereMichael Wendt: Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology

Michael Byram and Peter Grundy have both worked in language teaching for many years at the University of Durham. Their interests in foreign language teaching in Britain and Europe, and in the teaching of English worldwide, complement each other and bridge the gap which often exists between ELT and other languages. They have cooperated to bring together researchers from several European countries and the USA in an endeavour to raise the awareness of the profession concerning the socio-political, cultural and psychological contexts in which language teaching and learning takes place; classrooms are not insulated from the world.

• Mike Byram and Peter Grundy: Introduction: Context and Culture in Language Teaching and LearningClaire Kramsch: From Practice to Theory and Back AgainRandal Holme: Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of LanguageChristiane Fäcke: Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature CoursesGisèle Holtzer: Learning Culture by Communicating: Native–Non-Native Speaker Telephone InteractionsAna Halbach: Exporting Methodologies: The Reflective Approach in Teacher TrainingHelene Decke-Cornill: ‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in GermanyReinhold Wandel: Teaching India in the EFL-Classroom: A Cultural or an Intercultural Approach?Stephan Breidbach: European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public SphereMichael Wendt: Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology

Michael Byram and Peter Grundy have both worked in language teaching for many years at the University of Durham. Their interests in foreign language teaching in Britain and Europe, and in the teaching of English worldwide, complement each other and bridge the gap which often exists between ELT and other languages. They have cooperated to bring together researchers from several European countries and the USA in an endeavour to raise the awareness of the profession concerning the socio-political, cultural and psychological contexts in which language teaching and learning takes place; classrooms are not insulated from the world.

• Mike Byram and Peter Grundy: Introduction: Context and Culture in Language Teaching and LearningClaire Kramsch: From Practice to Theory and Back AgainRandal Holme: Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of LanguageChristiane Fäcke: Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature CoursesGisèle Holtzer: Learning Culture by Communicating: Native–Non-Native Speaker Telephone InteractionsAna Halbach: Exporting Methodologies: The Reflective Approach in Teacher TrainingHelene Decke-Cornill: ‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in GermanyReinhold Wandel: Teaching India in the EFL-Classroom: A Cultural or an Intercultural Approach?Stephan Breidbach: European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public SphereMichael Wendt: Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology