ABSTRACT
In this chapter, the authors explain some of the similarities and differences in English curricula in various nations. They detail some of the key influences underpinning the teaching of English and literacy. The authors specify the difference between language, literature and literacy, and provide examples of how these are integrated into classroom learning experiences. They explain the contribution of literacy as a general capability across disciplinary fields. The terms ‘English’ and ‘literacy’ have various connotations and definitions in international contexts, and these also change over time. English also specifies augmentative and alternative communication such as gesture, signing and Braille. The focus on literacy as a general capability resulted from research conducted by numerous academics, which led to the conclusion that each learning area has its own language structures and ways of communicating. After identifying the literacy demands, teachers need to build students’ knowledge of the literacy demands.
