In this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education. Contents include: (1) Introduction: English in the Curriculum--Norms and Practices (Constant Leung and Brian Street); (2) What Counts as English? (Mastin Prinsloo); (3) The Rise and Rise of English: The Politics of Bilingual Education in Australia's Remote Indigenous Schools (Ilana Snyder and Denise Beale); (4) (Re)Writing English: Putting English in Translation (Bruce Horner and Min Lu); (5) Multilingual and Multimodal Resources in Genre-based Pedagogical Approaches to L2 English Content Classrooms (Angel Lin); (6) Multimodal Literacies and Assessment: Uncharted Challenges in the English Classroom (Heather Lotherington and Natalia Sinitskaya Ronda); (7) Beyond Labels and Categories in English Language Teaching: Critical Reflections on Popular Conceptualizations (Martin Dewey); (8) Concluding Remarks (Constant Leung and Brian Street); and (9) Index.