ABSTRACT
The 1989 Cox Report famously posited five models of English (‘Personal Growth’, ‘Cultural Heritage’, ‘Adult Needs’, ‘Cultural Analysis’ and ‘Cross-curricular’) which, it argued, were recognised by all English teachers and were of equal weight. Interestingly, one powerful claim of Newbolt was that all teachers, regardless of their subject, should be ‘teachers of English’ and English teachers in the 1990s, in terms of the Cross-curricular’ model, were essentially still in agreement. This chapter seeks to read Newbolt in the light of Cox's models, which themselves clearly exist in some tension with each other. It analyses Newbolt's consideration of various dimensions of English and English teaching in the 1920s, connecting via the Cox models, to the present day.
