ABSTRACT
A short cross-case synthesis is offered in this chapter to draw together the evidence of practice across the four cases in relation to the English language education policy in Australia at the time. This chapter shows the relationship between shifting policy and how it is taken up and recontextualised by teachers using their own knowledge base and agency in different contexts. It also discusses how a lack of focus on Design and Diversity in policy statements about critical literacy in Australia is reflected in classroom practice which focuses on Access and exploring power and Domination. This conclusion also presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book has been to investigate the range of possible ways of demarcating critical literacy discursively in English language education policy and the research literature. It provides a rich platform for imagining the incorporation of critical literacy into English language education curriculum for multilingual, immigrant learners.
