Research and controversy continues to surround the principles that underpin the teaching of English. English teachers, nonetheless, must understand and be able to articulate a rationale for what they believe to be important in the teaching of English. In Great Britain the introduction of a National Curriculum for England and Wales has produced a ferment of activity, including intense scrutiny of the way English has been taught. In Britain, five models of English teaching were defined by a government committee: personal growth, cross-curricular, adult needs, cultural heritage, and cultural analysis. A survey was conducted with the purpose of discovering what practicing English teachers thought about the various models as well as the institution of a national curriculum. Forty-six respondents from a range of schools were studied via questionnaire between January and March 1992. The teachers were asked to rank the priority of the five models. Teacher responses indicated that the personal growth model was the most favored model currently. Answers given to numerous specific questions about methods and models of teaching provide ample evidence of the current state of teacher attitude and philosophy in Britain. Cultural analysis seems to be growing while the cultural heritage model no longer dominates as the power of the canon continues to weaken. The survey suggests the need to do further investigation into the possibilities of both cultural analysis and media studies as models for English instruction. (Several handouts, including a copy of the questionnaire and survey results, are attached.) (HB)