ABSTRACT
The purpose of this chapter is to document the process of developing a conceptual and pedagogical framework to broaden the examination-type literacy that is the focus of instruction in many Singaporean English language classrooms. This framework aimed to bridge insights from literacy scholarship, an awareness of school culture and instructional practice in Singapore, and the curricular priorities of subject English. To better situate this development work, the chapter starts by sketching key aspects of Singapore’s policy environment in relation to English and media literacy. In the second part of the chapter, the research project is described and the framework is introduced.
