This paper examines philosophical frame factors for English Language Teaching in the Confucian Heritage Culture (CHC) classroom. Drawing on the experience of a Native English Teacher in a government-aided Hong Kong High School it pays attention to two related difficulties: the "reality" of English in the classroom and the perceived passivity of students. An "archaeological" approach is adopted to explore the background assumptions and investments of teachers and of the orthodoxies to which they adhere. (Contains 7 notes.)