A language subject classroom, with its focus on literature and literacy, often allows spaces in which debate, discussion and ambiguity are encouraged. The subject matter of poetry, drama and fiction, can construct spaces of resistance which are seldom afforded in the more narrowly conceived subjects such as science and mathematics. Spaces in educational institutions where students and teachers can contest dominant subject positions and take up alternative ways of learning and knowing are essential for addressing issues of social justice within the school and wider community. However often the ways in which languages are constructed (such as in an outcomes driven curricula) work against the development of spaces of contestation towards a more technicist approach to language. This is often the case in the English language classroom with its focus on the four skills. Experienced and skilful teachers are adept at providing exciting spaces where the learning of English is conceived more as an art and therefore can impact meaningfully and ethically on the ways in which the students (and teachers) see the world and see themselves. Each of the contributors to this issue of English Teaching: Practice and Critique, from a variety of settings, are operating out of this broad frame.