Discussions on the teaching of English rarely focus on the more macro aspects of English language teaching including such political, cultural and social issues as language policies and their implications for school practices. Although these issues may seem less tangible and relevant to our immediate needs, the political, cultural, and social dimensions of English language teaching are central to our profession. Decisions regarding language policies, both formal and informal; cultural expectations about teacher and student and the roles of the English language and other languages; and our identities in terms of ethnicity and nationality influence what we do in the classroom. Our actions, in turn, influence the social, academic and linguistic consequences for our learners. It is to these larger concerns of English language teaching that this text is addressed.