This study investigated how new language is introduced to learners of English in Vietnam in terms of textbooks and teachers' presentation. The data sources for this study were from (1) an analysis of the two types of English textbooks being used in Vietnam: those written by native speakers of English and those written by Vietnamese authors, (2) an analysis of class-visit reports of 176 periods of English classes in Hue, and (3) an analysis of 57 questionnaires answered by two groups of Vietnamese teachers of English: 39 high school teachers and 18 tertiary teachers. Results from the study indicated that: -In general, the textbooks of both types fail to introduce the sociolinguistic aspects of the target language to the learners: the textbooks written by native speakers of English are very culture-specific. The contexts of situation in these textbooks in most cases are too implicit for both the teachers and the learners. The explanation of most cultural aspects in the textbooks is either not sufficient or not provided. On the other hand, the English cultural aspects introduced in the textbooks written by Vietnamese authors are biased. - Although most teachers have indicated their awareness of the importance of both cultural and linguistic aspects of new language, actual records of their presentation methods revealed more emphasis on the latter, that is the linguistic features. For the teaching of English to the Vietnamese learners, the results of this study lead to rejection of the idea of presenting new language without reference to the target culture as well as the idea of presenting new language removed from the context of situation. The results suggest the need for adaptation and supplementation of textbooks, and the inclusion of context of situation into the teacher's presentation of new language.