Abstract
This thesis investigates the overlapping relationship between the community and English-language teaching in a descriptive manner. It sets out the various points of view and interpretations of linguistic scholars on the contentious issue of incorporating Culture into ESL/EFL classrooms. Although some accept that in today's globalized world, we must open our ESL/EFL learners to other cultures as part of their ESL/EFL learning, others disagree and dispute the value of doing so. Some are more radical, seeing it as linguistic hegemony that can be avoided. Including several observational findings, the present thesis also addresses the perspectives and views of scholars on the convergence of language teaching and community.
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