Reflective teaching is highly popular within English language programs, but there is some debate over definitions and best practices for reflective teaching. The author explores current approaches to reflective teaching (e.g., reflection-in-action, action research) and provides guides for a teacher development model using reflective teaching. He concludes that teachers who use reflection will gain freedom from impulse and uncertainty and will redefine themselves as educated and experienced human beings.

Rodgers discusses what directions English language teaching might take in the new millennium. His ten paths are: (a) student-teacher matching, (b) combination of popular methods, (c) the reimagining of curricular development, (d) a more basic content-based teaching approach, (e) use of the multiple intelligences model, (f) a return to function and genre, (g) learner strategy training, (h) lexical chunks, (i) the expansion of definitions of language, and (j) adoption of a fuller understanding of communication.

In this story from To Build a Fire and Other Stories, a stranger seeking to get back the money that he lent to another man visits a group of revelers in their cabin. The stranger has been on the trail for 12 hours with no rest. The revelers take him in and listen to his story.

In this story from To Build a Fire and Other Stories, a mysterious stranger tells a few mushers about how he followed his wife's kidnapper from his home in the Aleutian Islands to Tokyo Bay and finally to the Yukon Territory in Canada.