In this position paper, the author argues for the re-conceptualization of English language teaching (ELT) through the socio-cultural and context-based approach (SCA). For a typical English as a foreign language (EFL) situation, SCA takes as a point of departure a thorough understanding of the macro-level components e.g., local classroom contingencies, a realistic expectation; and micro-level components e.g., sufficient good quality language input, and corrective feedback, all of which should enable local English teachers to feel in charge of their own teaching, unencumbered by western-conceived or guru-led teaching recipes. At the same time, the L2 learner is expected to develop reasonable English proficiency, also unrestrained by false expectations that they would pass for native speakers in their use of English. In short, the SCA approach does not consider the ELT business a zero-sum game. The teacher, the L2 learner, and the whole society should emerge triumphant.