Two articles address teaching English in the Peoples Republic of China. In "Why Bother About Culture in English Language Teaching?," Hu Wenzhong attempts to determine opinions about the importance of awareness of cultural traits through a study of 36 English-speaking teachers at Chinese institutions and 64 Chinese students who had studied English. The study concludes that: (1) more information should be included in textbooks on customs, habits, and behavior patterns of native English speakers; (2) programs on cultural traits in different regions of China should be offered; (3) English teaching films should be shown in classes; (4) students should be encouraged to develop contact with native English speakers; (5) short stories and plays in English and books on intercultural communication should be added to the curriculum; and (6) lectures which compare Chinese customs and habits with western cultures should be presented. Deborah Leonard in "A Walking Footnote: Teaching American and English Literature to Chinese Students" writes that these students have not developed skills for interpreting and analyzing literature and since they learn English for pragmatic reasons, students do not usually bring a deep interest in literature to the classroom. Other problems include the scarcity of textbooks, the political bias which occurs during the selection process, and the fact that many texts include only excerpts of literary works. Despite these problems, the freshness of the vision that the students turned on even the most familiar works brought new insights to these works and made teaching them a highly rewarding experience. (JHP)