This thesis examines the multiple ways in which English teaching is practised and accounted for in Queensland secondary school classrooms. The author argues that teachers construct and are constructed as certain kinds of subjects in Subject English. The study focuses on practices rather than on persons, ie, the aim of the investigation is teaching practice rather than teacher behaviour. The theoretical focus of the study is derived from poststructural or 'post- personal' concepts of language rather than psychological or personal conceptualisations. Arguing from within a social theory of language, the concepts of discourse and position are central to the thesis argument that English is a nonunitary S/ subject. The discourses and practices which are made visible in the analysis of the teachers' writing and talk are: moral responsibility, literacy (including assessment) and authority. Literacy is the dominant discourse. It shifts and changes within and across the instances of English teaching so as to become pluralised. The located literacies fall within the expanse of the pre- personal, personal and postpersonal categories and are named as traditional and functional (pre- personal), author/voice (personal), and critical literacy (post- personal). Genre literacy slips across the three categories. The discourses of moral responsibility (care) and authority (control) always accompany literacies with the resultant effect that in any instance the version of English proposed in the teachers' writing or talk finds some reconciliation in care and control. The finding that English is a non- unitary S/ subject constructed of related, shifting and conflicting discourses has important implications for English teaching insofar as it makes visible the kinds of care and control implied in the located literacy pedagogies. The analysis of writing and talk in the thesis problematises English teaching so that educators can no longer claim that practice is neutral, or natural or ideologically pure. In the analysis of teachers' writing and talk, this study presents a 'post- personal' methodology for studying the work teachers do inside as well as outside classrooms so that teachers may examine their own discursive practices. The study also enables teachers to become acquainted with ways of teaching English different from the personalist way which predominates at present.