Language and Reflection describes four different methods of teaching English Language Arts. The book places these methods into a classroom situation and gives sample units for each. I tend to see these methods as working best together, because I think each one has different strengths and a different attitudinal emphasis toward literature. The language as artifact approach (chapter 4) looks at the text and author as the center of discussion, and I see it as valuable for looking at a book like Nineteen Eighty- four by George Orwell. This book deals with some major themes of government control and human goodness. A study of Orwell would enhance the student's understanding of this complex novel. The language as development approach would work best with a novel that uses the elements of plot, theme, character, and setting in a different way. The Sound and the Fury by William Faulkner would benefit from this type of study because of Faulkner's unique approach to these elements (an approach that makes Faulkner difficult for many readers). Language as expression would work well with emotionally charged works like the film Schindler's List. Finally, I see the language as social construct approach as especially valuable in reading different types of non-fiction. I think non-fiction is too often neglected in high school English courses, in spite of the fact that non-fiction can be as interesting, powerful, and educational as fiction. I think the best units can take the strengths of each approach and combine them. My overall philosophy values the potentials of a student centered classroom, so I suppose that the language as expression and language as a social construct are most in tune will this value. 

Literature Circles are a powerful idea in a student-centered curriculum. I am deeply interested in student choice when it comes to reading material, because I believe that enjoyment is essential to the creation of lifelong readers (great readers are made, not born, in my opinion). I think student led discussion is very valuable, because it encourages ownership of the questions and answers. This approach encourages the understanding that there is no correct answer when we are talking about literature, which can lead to greater student connection with their various choices. I will definitely be using literature circles in my classroom.