ABSTRACT
English teaching will need to develop to answer to an increasingly global and digitised world including issues of multimodality, critical literacy, digital texts, children’s cultural and literacy assets or funds of knowledge, their digital practices at home and school and how each of these relates to more traditional forms of English. Students and experienced teachers vary in their assurance about using digital technologies and it is worth reflecting on how personal experience can enhance teaching. Children’s experience of new forms of text (blogging; emails; social media) is relevant to a continually evolving English curriculum and the place of film and reading on screen contribute new developments in English teaching. The Scale of Progression in Reading Multimodal Texts and The Scale of Progression in Composing Multimodal Texts help teachers to identify and describe children’s progress in a range of visual, sound and screen-based texts.
