Abstract
Addresses whether English teaching has a literacy project of its own. Discusses a holistic, integrated view of literacy as comprising three interlocking dimensions: operational, cultural, and critical. Suggests English teaching should engage with philosophy, the humanities, and the arts. Proposes that educators need to develop a better understanding of the cultural dimension of English teaching.
| Original language | English |
|---|---|
| Pages (from-to) | 25-32 |
| Number of pages | 8 |
| Journal | English in Australia |
| Volume | 44 |
| Issue number | 3 |
| Publication status | Published - 2002 |