The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.