Description: We ask two questions: 1. How is English made? What is it actually like? And how is it experienced when it appears in this specific classroom shaped by a number of factors, such as, governmental curriculum policy, school's response to this policy, the kinds of students who come to the school and the variations in their professional training, the experiences and backgrounds of the teachers. 2. What is the best or the most appropriate way of looking at English, so that we might actually get a full understanding of its reality? In our contribution, we will analyze some examples that show different forms of English being taught in classrooms and that illustrate our methodology. Methodology: Data is collected through a number of methods: video-recording and observational notes of one or two lessons on English subject (including Shakespeare, Wider Reading, Poetry, …), given by three teachers in three different schools during a half-term period (7-8 weeks); copies of the materials accompanying the lessons; discussions; in-depth interview at the end of the observations; group interviews with the students. A multimodal approach is used for the analysis of data, taking into account the layout of the classroom, the teacher's movements in the classroom, the visual display, speech, voice quality, gaze gestures and embodiment. Conclusions: Our research shows that the analysis of English in classroom with a multimodal approach is justified. It also shows that the subject English is at an important moment of transition from being a subject that deals with values-as-meanings into one where meanings are becoming curricularized as knowledge.