In this paper, the position and significance of sociolinguistics in foreign language education is examined along three dimensions: attitudes towards learning a foreign language, inclusion of culture in foreign language lessons, and the contribution of language planning to foreign language education. Curriculum and instruction can be arranged to promote positive attitudes toward the foreign language to be learned and nationalities associated with the language. Inclusion of cultural elements in the foreign language curriculum helps learners to understand new language concepts and provides a context for their use. Language planning at the highest level, on the other hand, must be based on data derived from research and must be conducted by foreign language educators. Finally, the status of English as an international language is also examined and Kachru’s (1985) three-circle model of English speaking countries is reviewed. In the world today, no country and no culture can claim sole ownership of the English language.