Discusses the importance of providing opportunities for ongoing oral language development for all students, the particular needs of children learning English as a second language, and the unique appropriateness of poetry as a vehicle for providing practice and pleasure in oral language skill development. Notes that poetry provides a relaxed and…

Suggests that parents who understand how written language development resembles oral language development are more willing to accept whole language instruction. Offers teachers suggestions on how to convince parents of this similarity. (ARH)

Summarizes key insights from the author's studies of literacy. Makes three recommendations which are designed to explore curriculum as a potential for language learning. (MG)

Advocates the development of oral language along with emergent literacy. Notes that classroom environment is essential to oral language development, and suggests ways to support children's language development, such as providing firsthand experiences with their environment, and focusing on materials and events relevant to their lives. (MM)

Notes that educators should closely examine the theoretical backgrounds of their beliefs to determine how mainstream values affect educational opportunities for the linguistically and culturally diverse students. Suggests that educators must carefully combine theory and practice within broader social, cultural, and historical contexts to produce…

Examines the phenomenon of code switching (when bilingual speakers use languages interchangeably) in Mexican-American first graders. Cites several reasons for code switching, and discusses implications for reading instruction. (MM)

Describes how one resource person demonstrated and discussed whole language teaching methods in five elementary and middle schools to start the process of educational change. (MG)

Describes recent efforts to infuse quality literature and related instructional strategies into a traditional reading/language arts program serving primarily limited-English-speaking students from economically disadvantaged home environments. (MG)

Analyzes the "deficit theory," which suggests that children from lower socioeconomic environments enter school without the linguistic resources needed for success. Suggests that teachers avoid labeling children as verbally inept when their language does not conform to the teacher's linguistic model. (MM)

Understanding the purposes of different types of testing is essential if test results are to be interpreted properly. (DD)

Presents ideas for literacy-enriched birthday parties and other nonschool celebrations in family and community contexts. Discusses whole language birthday parties, other literature-related family events, and enrichment of other nonschool activities with literature. (SR)

Describes how computers, when cast in a holistic framework, can be a natural complement to students' literacy development. Discusses how six teachers use computers in holistic literacy instruction. (MG)

Shares an observation guide, created by the author, for supervisors and administrators to use to assist teachers who are working toward an integrated reading/language arts program. (MG)

Describes how a group of third-grade teachers engaged in meaningful and useful curriculum development in the language arts, starting with a belief statement, and moving to program outcomes, integrated topics, specific objectives, and student exhibitions and portfolios. (SR)

Presents guidelines designed to help teachers using whole language for the first time. Addresses a variety of concerns, including staff development, the change process, and implementation. (SR)