This seminal collection brings together the multiple perspectives of whole language educators over the course of the past thirty-five years. The essays illustrate the complex ways in which whole language teachers have been and continue to be political activists through their interactions with students; the teachers' beliefs about teaching, learning, and curriculum; their commitment to critical thinking and social justice; their collaborative engagements with other teachers; their role as leaders of change in schools and communities; and, finally, their activism in society. Although many believe that we are living in a climate where the term "whole language" is considered taboo, the contributors to this book demonstrate hopefulness for the future of whole language: as Yetta and Ken Goodman write in the concluding chapter, "whole language is alive and well." This book is divided into the following chapters: (1) Language Teaching Is Wholehearted Activism (Monica Taylor); (2) The Whole Language Movement in Detroit: A Teacher's Story--Part One (Debra Goodman); (3) The Whole Language Movement in Detroit: A Teacher's Story--Part Two (Debra Goodman); (4) A Brief History of Whole Language and the Winter Workshops: From Miscue Analysis to Liberatory Pedagogy (Carole F. Stice, Nancy P. Bertrand, and Maryann Manning); (5) Whole Language Nurtures Social Justice Inquiry (Monica Taylor and Gennifer Otinsky); (6) All I Remember Is That It Was Fun (M. Tamzin Sawyer); (7) Whole Language in Taiwan (Lian-Ju Lee and Wen-Yun Lin); (8) The Politics and Passion of How Johnny Should Read (Denny Taylor); and (9) Whole Language: Alive and Well (Yetta and Ken Goodman).