What does “English” mean now?’ This is the question with which the new editorial team of this journal opened up their Editorial in 2016 in a volume (no. 65) that expressed the team’s dedication to considering the multiplicity of voices and viewpoints produced by English as a ‘global discipline’. The invitation to contribute to the series of pieces inaugurated in that issue under the title ‘The View from Here’ has been an opportunity for me to reflect on my own position as a teacher of English literature on the island of Cyprus. The questions this process has generated are too numerous and complex to answer fully in a short piece like this. For instance, what does it mean to teach English literature today on an island that is in many ways still caught up culturally and politically between its colonial past and its post-colonial (or, should I say, neo-colonial) present? More specifically in my case, what does it mean to teach Renaissance English literature to university students in Cyprus? How is that inflected by our place in history and current geopolitical position? What differences, if any, are there between teaching this literature to British students and teaching it to Cypriot ones? How does my own position as a Greek-Cypriot academic come into play, for instance, in the kinds of questions I ask and invite my students to ask about texts? The history of Cyprus has always been defined by its unique geo-political position. Situated at the Eastern point of the Mediterranean, at the crossroads, so to say, between East and West, it has been since antiquity the target of a long series of conquerors. Having gained its independence from British colonial rule in 1960, the country continues to carry the traces of its long colonial past and a Department of English Studies on the island cannot but be attuned to the various questions that arise from the position of English in the postcolonial world. As we have now moved from an age of colonization to an age of globalization, it should also not fail to address such issues as the shift of English from a colonial language to a global language. These are questions my home department at the University of Cyprus has shown particular interest in addressing, with a range of courses covering Anglophone literature more broadly, in an attempt to invite students to reflect critically on the transcultural role of the English language and English literature in today’s globalized world.