"English--a portrait of current practice" is one in a series of portraits by Her Majesty's Inspectorate of Education (HMIE), depicting current practice in key aspects of the Scottish curriculum. The portrait series is a recent initiative by HMIE, flowing from the "Improving Scottish Education" report. It is intended to promote improvements in Scottish education by drawing on the findings of inspections to stimulate reflection and debate. From time to time, portraits will be enhanced to include case studies of effective practice, usually to coincide with a good practice event in that subject. This is an enhanced portrait. An important purpose of the portrait series is to relate existing pedagogy and curricular provision to the aspirations of "Curriculum for Excellence" (CfE). By stimulating debate about teaching for effective learning, the portraits will challenge us all to review the extent to which current practice is successfully promoting the four capacities in all young learners. The series sits alongside "How Good Is Our School? The Journey to Excellence" in focusing on the two key dimensions of excellence: (1) engaging young people in the highest quality learning activities; and (2) focusing on outcomes and maximising success for all learners. This portrait is based on evidence obtained from HMIE visits to schools during the period 2004 to 2007. These visits included both general inspections and other visits to examine effective practice. Inspectors evaluated the quality of learning, teaching, meeting learners' needs and achievement. The portrait also draws upon the work shared at the HMIE conference in June 2006, "Good Practice in English, 3-18." It illustrates ways in which effective teachers work successfully with pupils to develop each of the four capacities of "Curriculum for Excellence." It identifies how teachers might contribute more to developing successful learners, confident individuals, responsible citizens and effective contributors. In particular, teachers can help young people to achieve their potential by ensuring that they build meaningfully on prior learning. They can provide regular opportunities for learners to develop skills in critical thinking, and challenging contexts within which learners can apply these skills. Across the stages, teachers can ensure that children and pupils use and develop their literacy skills to support all of their learning, within and beyond school. (Contains 5 footnotes.)