This book illustrates how arguments of language teaching experts in favor of a culture class in language learning and teaching. The chapters in this book all address the significance of the relationship between the aims and methods of language teaching and the contexts in which it takes place. This book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning. The book offers trainee and practicing teachers, as well as researchers and graduate students, a ready point of access to the wealth of insight and experience accumulated by the authors over a decade of research.