ABSTRACT The present study is an attempt to reveal if there is any significant difference between successful English and Arabic teachers’ home culture attachment, and also to find out if the culture of the language they teach has any impact on their body language and eye contact. To achieve this goal, 30 English and 30 Arabic teachers participated in this research and their attitude towards the culture of the language they teach was evaluated via a paper version of Pishghadam and Kamyabi’s (2009) questionnaire and the answers to the questionnaires were assessed trough an independent sample t-test which is used to determine whether there is statistical evidence that the means of two independent groups are significantly different. The effect of the foreign culture on teachers’ body language was evaluated by means of focus group interviews. The results revealed that, the teachers’ attachment to foreign culture and their home culture is in the middle of the scale, and according to the t-test there is no significant difference between English teachers and Arabic teachers’ home culture attachment. The results of the interview revealed that English teachers’ body language and eye contact are more affected by the language they teach. The author discusses pedagogical implications and suggests recommendations for further research.

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