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'English' was among the first four areas drawn into the national curriculum development process. Its inclusion was more or less automatic, or perhaps axiomatic, as it has long been a key feature in school curriculum. There is, however, an enduring confusion about what it actually is that has been included in this latest undertaking. Is it English as the language or English as the school subject? If the latter, what relationship is there between 'subject' and 'discipline' on the one hand and 'subject area' and 'key learning area' on the other? If the reference is more to the English language, what does that involve and what are the implications? Does it mean that English is hereby designated as Australia's national language? Many questions arise from the work done to date in constructing a national curriculum, and the author briefly lists some of the issues and particular educational research papers before concluding that it is important to bear in mind that the development of a national curriculum is always more that a matter for educationalists alone. It needs to be understood as public policy. Yet it very much matters what the profession thinks and that educators have their say, because at the very least their specialist interests and concerns shape what happens on the ground. [Author abstract, ed]