ABSTRACT
In this final chapter, I argue that many of the constraints facing English teachers today are not new. What is perhaps novel is the intensification and global interconnectedness of the pressures impacting the substance of English teaching and the work of English teachers. But these pressures also affect academics researching literacy in high-stakes school environments; in Chapter 9, I discuss some of the challenges facing those intent to research progressive literacy pedagogies in school settings. The chapter closes with implications for English language education in Singapore gleaned from the empirical study, confirming the importance of understanding local ecologies of language and education for broadening the scope of English language teaching and learning.
