ABSTRACT
This chapter aims to contextualize the framework introduced in Chapter 5 primarily as a way to understand the pedagogic practice of English teachers in Singapore. The four dimensions introduced previously will be used as a broad heuristic (rather than a micro-analytic tool) to study classroom pedagogies of English and media literacy teaching. I will first give a glimpse into two rather different English classrooms in the two schools that participated in the study to illustrate the media literacy dimensions in classroom practice and to highlight how different institutional contexts engender different types of pedagogies. Then the chapter zooms out to comment on how the media literacy dimensions appear in the national data obtained through a survey of 202 English teachers.
