Since being able to read and write are critical skills in the twenty first century, the teaching of English is always a matter of contention. Ways to teach phonics and grammar in particular are often hotly contested. Another longstanding debate, rather less to the forefront, is the notion that ‘teachers of writing must write’ and ‘teachers of reading must be readers’. Teresa Cremin discusses the relationship between literacy and identity, the focus turns to teachers’ literate identities and the debate around the positioning of teachers as writers and readers.