Using recent books, articles, research reports, conference working papers, and publications of Curriculum Centers in English as a base, this study examines and compares two major current approaches used in the definition and teaching of English. In the American approach, the emphasis is placed on the development of a discipline model of English which identifies the underlying structure of the discipline and utilizes it in constructing cumulative, sequential curricula. The emphasis in the English approach is directed toward the development of a process model which focuses on the child rather than on the subject. The study concludes that the American discipline model stresses the intellectual mastery of content; ignores the affective dimensions of reading, talking, and writing; measures abstract thinking, and impersonal, logical writing; and is uncompromisingly cognitive. The British process model attempts to unify English; stresses personal writing and the habit of active, imaginative response to literature; and is activity oriented. (Author/JM)