This dissertation combines linguistics, sociology, aesthetics, and psychology to explore the philosophical and pedagogical assumptions which currently provide the framework for answering the question, "What is English?" The theories of Piaget, Langer, Mead, and Berger and Luckmann are used to define two essential terms: presentational and discursive externalization. Presentational externalization is defined as the searching for coherence in the inner world of the self; discursive externalization is defined as the searching for coherence in outer reality. A philosophical model is then developed which demonstrates how these two types of externalization are combined to build a necessary, personal sense of coherence and order. On the pedagogical level, the dissertation discusses the assumptions and implications of three models: the cultural heritage transmission model, the skills development model, and the personal growth model. This study concludes that the traditional English classroom has emphasized the first two models, but overlooked the development of personal values and primary assumptions. (TS)