Because of changing attitudes toward culture, language, and the individual student, marked changes in the attitudes of English teachers toward teaching have occurred in Britain during the last 12 years. "Culture" as a set of acceptable things to do and say has given way to a concept which stresses the ability to respond personally to the cultural legacy; consequently, literature teachers have turned from teaching the "right answers" about the "Classics" to choosing works and teaching techniques meaningful to the pupils at their particular stage of development. Since linguists have discouraged the idea of a "good" English, teachers now favor language, oral as well as written, which is appropriate to the objective situation and adequate to render the speaker's subjective intention. Emphasis in composition is placed on topics, audience, and preliminary discussions involving creator and audience. Although such teaching approaches are both difficult and challenging, they stress the unity of development between the child's personality and his language; for by developing in pupils the control of oral and written language necessary for personal expression, the teacher contributes to the development of the individual's ability to hold to his own purposes and values. (LH)