This chapter offers an overview of English Language Teaching (ELT) in Singapore, contextualized within the nation’s multilingual and multicultural landscape. It traces the historical evolution of ELT from colonial times to the present, highlighting key policy shifts, curriculum reforms, and pedagogical trends such as the STELLAR programme and multiliteracies approach. The chapter addresses the tension between summative and formative assessment practices and underscores the growing importance of teacher agency, context–sensitive pedagogies, and the integration of digital literacy. Drawing from local research, it discusses how evidence–based practices shape language instruction, particularly in reading and writing. It also acknowledges the ongoing challenges of addressing diverse learner needs while preparing students with twenty–first–century competencies. Serving as the foundation for the rest of the volume, this chapter provides essential context for understanding how theory, policy, and practice intersect in Singapore’s ELT landscape, and sets the stage for deeper explorations of classroom–based applications in subsequent chapters.