Constant Leung is Professor of Educational Linguistics in the Centre for Language Discourse and Communication, Department of Education and Professional Studies at King's College London. He also serves as Deputy Head of Department. His research interests include additional/second language curriculum, language assessment, language education in ethnically and linguistically diverse societies, language policy, and teacher professional development. He is Associate Editor for Language Assessment Quarterly and Editor of Research Issues for TESOL Quarterly.Brian V Street is Emeritus Professor of Language in Education at King's College, London University and Visiting Professor of Education in the Graduate School of Education, University of Pennsylvania. He has a commitment to linking ethnographic-style research on the cultural dimension of language and literacy with contemporary practice in education and in development. Over the past 25 years he has undertaken anthropological field research and been consultant to projects in these fields in countries of both the North and South (e.g. Nepal, S. Africa, India, USA, UK). He has published 18 books and 120 scholarly papers.

Current views of languages and literacies as situated social practices call for reconfigured language policies and instructional practices. This volume brings together the work of leading scholars to provide the foundational theoretical background that establishes that languages and literacies are shifting, evanescent, responsive to context and politically and economically located. As well, the authors present critical theoretical analyses of historical and contemporary policies in globally diverse areas and imagine how social practice views might provide enhanced access to communication for those historically denied such access. Critical and constructive, lively and engaging, the book will be of wide interest to scholars and graduate students and will be essential in the developing scholarship on social practice-oriented conceptualizations of languages and literacies.

• PrefaceChapter 1 – Constant Leung & Brian Street: Introduction: English in the Curriculum – Norms and PracticesChapter 2 - Mastin Prinsloo: What Counts as English?Chapter 3 - Ilana Snyder and Denise Beale: The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous SchoolsChapter 4 - Bruce Horner & Min Lu: (Re)Writing English: Putting English in TranslationChapter 5 - Angel Lin: Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content ClassroomsChapter 6 - Heather Lotherington & Natalia Sinitskaya Ronda: Multimodal Literacies and Assessment: Uncharted Challenges in the English ClassroomChapter 7 - Martin Dewey: Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular ConceptualizationsBrian Street & Constant Leung: Concluding Remarks

Constant Leung is Professor of Educational Linguistics in the Centre for Language Discourse and Communication, Department of Education and Professional Studies at King's College London. He also serves as Deputy Head of Department. His research interests include additional/second language curriculum, language assessment, language education in ethnically and linguistically diverse societies, language policy, and teacher professional development. He is Associate Editor for Language Assessment Quarterly and Editor of Research Issues for TESOL Quarterly.Brian V Street is Emeritus Professor of Language in Education at King's College, London University and Visiting Professor of Education in the Graduate School of Education, University of Pennsylvania. He has a commitment to linking ethnographic-style research on the cultural dimension of language and literacy with contemporary practice in education and in development. Over the past 25 years he has undertaken anthropological field research and been consultant to projects in these fields in countries of both the North and South (e.g. Nepal, S. Africa, India, USA, UK). He has published 18 books and 120 scholarly papers.

Current views of languages and literacies as situated social practices call for reconfigured language policies and instructional practices. This volume brings together the work of leading scholars to provide the foundational theoretical background that establishes that languages and literacies are shifting, evanescent, responsive to context and politically and economically located. As well, the authors present critical theoretical analyses of historical and contemporary policies in globally diverse areas and imagine how social practice views might provide enhanced access to communication for those historically denied such access. Critical and constructive, lively and engaging, the book will be of wide interest to scholars and graduate students and will be essential in the developing scholarship on social practice-oriented conceptualizations of languages and literacies.

• PrefaceChapter 1 – Constant Leung & Brian Street: Introduction: English in the Curriculum – Norms and PracticesChapter 2 - Mastin Prinsloo: What Counts as English?Chapter 3 - Ilana Snyder and Denise Beale: The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous SchoolsChapter 4 - Bruce Horner & Min Lu: (Re)Writing English: Putting English in TranslationChapter 5 - Angel Lin: Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content ClassroomsChapter 6 - Heather Lotherington & Natalia Sinitskaya Ronda: Multimodal Literacies and Assessment: Uncharted Challenges in the English ClassroomChapter 7 - Martin Dewey: Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular ConceptualizationsBrian Street & Constant Leung: Concluding Remarks

Constant Leung is Professor of Educational Linguistics in the Centre for Language Discourse and Communication, Department of Education and Professional Studies at King's College London. He also serves as Deputy Head of Department. His research interests include additional/second language curriculum, language assessment, language education in ethnically and linguistically diverse societies, language policy, and teacher professional development. He is Associate Editor for Language Assessment Quarterly and Editor of Research Issues for TESOL Quarterly.Brian V Street is Emeritus Professor of Language in Education at King's College, London University and Visiting Professor of Education in the Graduate School of Education, University of Pennsylvania. He has a commitment to linking ethnographic-style research on the cultural dimension of language and literacy with contemporary practice in education and in development. Over the past 25 years he has undertaken anthropological field research and been consultant to projects in these fields in countries of both the North and South (e.g. Nepal, S. Africa, India, USA, UK). He has published 18 books and 120 scholarly papers.

Current views of languages and literacies as situated social practices call for reconfigured language policies and instructional practices. This volume brings together the work of leading scholars to provide the foundational theoretical background that establishes that languages and literacies are shifting, evanescent, responsive to context and politically and economically located. As well, the authors present critical theoretical analyses of historical and contemporary policies in globally diverse areas and imagine how social practice views might provide enhanced access to communication for those historically denied such access. Critical and constructive, lively and engaging, the book will be of wide interest to scholars and graduate students and will be essential in the developing scholarship on social practice-oriented conceptualizations of languages and literacies.

• PrefaceChapter 1 – Constant Leung & Brian Street: Introduction: English in the Curriculum – Norms and PracticesChapter 2 - Mastin Prinsloo: What Counts as English?Chapter 3 - Ilana Snyder and Denise Beale: The Rise and Rise of English: The Politics of Bilingual Education in Australia’s Remote Indigenous SchoolsChapter 4 - Bruce Horner & Min Lu: (Re)Writing English: Putting English in TranslationChapter 5 - Angel Lin: Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content ClassroomsChapter 6 - Heather Lotherington & Natalia Sinitskaya Ronda: Multimodal Literacies and Assessment: Uncharted Challenges in the English ClassroomChapter 7 - Martin Dewey: Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular ConceptualizationsBrian Street & Constant Leung: Concluding Remarks