The river one dips one’s toes into from one editorial to the next is never the same, as Heraclitus might have observed. Part 1 of this double issue (December, 2005) consisted of eight articles from contributors based in five countries: the United States, England, New Zealand, South Africa and Canada. Part 2 contains six articles and two teacher narratives from the United States (two), Scotland, the Netherlands, Australia (2), Indonesia and Denmark. The inclusion of contributors from European countries outside of the United Kingdom is a reminder that debates over the “grammar” question are not confined to the Anglophonic world. I am grateful to Amos van Gelderen and Anette Wulff for finding time to contribute to a journal, which hitherto has addressed itself to readers in a relatively small range of (officially) English speaking constituencies. I am also grateful to Handoyo Widodo for his contribution, written in the context of English-language teaching in Indonesia
