Drawing on discourse analysis and critical literacy, this study calls into question prevailing assumptions about integration by examining talk in English and "Humash" classrooms as windows into the two worlds of a Modern Orthodox high school. The study found that the two subjects presented very different models of teaching and learning. "Humash" was grounded in a Discourse of authority, whereas English was grounded in a Discourse of autonomy. In lieu of integration, this article recommends "counterpoise," programming for meta-knowledge in which school members confront and openly discuss the distinctions between their Discourses.