In this piece I explore the concept of ‘growth’ in English teaching. Starting with John Dixon's ‘growth’ model, I argue that, by re‐imagining his ideas in current contexts, practitioners might re‐focus and re‐invigorate the priorities of English teaching. Dominant conceptions of ‘growth’ are explored, along with their influence on teacher working cultures and the speech genres they draw on. I argue that, by critically challenging dominant discourses and cultural perspectives, it is possible to generate new narratives and open up new possibilities for the subject.