This study reports a survey of 35 teachers of English as a second language in general, vocational, and academic preparation programs in a British Columbia community college, which used ethnographic interviews to study teachers' perceptions of their role as mediators of culture in the classroom. Four dimensions of a teacher's cultural role were specifically addressed: being an example, explaining and interpreting, teaching interculturally, and listening and helping (being a friend). Findings indicate a range of teacher viewpoints on each dimension. On the dimension of "being an example," viewpoints ranged from willing acceptance of that role to denial; most simply acknowledged the function. All respondents reported various degrees of explaining and interpreting Canadian culture. The amount of time spent and the extent of the explanation depended on student language level, teacher willingness to stray from the planned lesson, and the immediate social situation. Teachers perceived that the function of teaching interculturally and confronting conflicts depended on their view of the students and the program type in which they were involved; those working with the most recently arrived and least fluent were the most likely to confront bigotry in the classroom. On the dimension of listening and helping, teacher response ranged from substantial involvement with to lack of awareness of students' personal problems, with most teachers at least approached by students. A six-page bibliography concludes the document. (MSE)