Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers…

The whole-language movement is challenging educators to reconsider their early childhood programs and assumptions about children and learning. This article explores four promises of whole-language philosophy central to early childhood education (language, active learning, play, and home-school relationships), and explores some program…

Describes a week-long, cross-curriculum project focused on the decade of the 1940s that was conducted at the Vandalia (Illinois) junior high school. Project goals, activities appropriate to each of the disciplines, lists of 1940s personalities, trends and events used to design lessons, and involvement of the wider community are covered. (eight…

The concept of whole language instruction is explained by means of examples from a kindergarten unit on the grocery store. Activities include visiting the supermarket, making stone soup, and creating a grocery store. Activities teach reading, writing, oral language, phonics, and word recognition. (DG)

The whole language approach considers it essential to make learning active, to be respectful of teachers and learners, to allow students to develop ownership and control of their language and learning, and to use a variety of subjects together holistically. (SK)

Presents summer science activities for elementary students which focus on sunlight and other natural and artificial light sources (e.g., fire, flashlights, and fireflies). Related activities which involve language arts, art, and math are included. A reproducible page teaches children Morse Code using a flashlight. (SM)

Defines whole language as a spirit that provides shape or climate for a classroom by emphasizing the use of literature and activities that are experience or contextually based. Explains that whole language approaches strive for authentic or real situations in which learning comes naturally. Maintains that whole language is not just a trend. (TB)

Applies principles of whole-language instruction to the teaching of sign language skills. Emphasis is on the holistic use of sign language in natural communicative situations. Some materials for this approach to sign language instruction are suggested. (DB)

Relates how children's everyday experience can revolve around a common object, in this case, a large hole dug outside their early childhood classroom. Describes how the hole captivated student interest and became the focus of much of their thought and writing, thus facilitating language skill development. (JW)

An intermediate school teacher describes a successful integrated curriculum unit that taught students basic geography, technology, and writing skills as they pretended to travel across the United States. The project required a large map, a resource library, a computer, and word processing, database, spreadsheet, and drawing software. (SM)

In whole concept mathematics, students actually use math and understand the practicality of what they are studying. This learner-centered approach treats students with respect, uses real-life situations, encompasses a variety of learning styles, and involves cooperative learning techniques. (SK)

Discusses ways that library media specialists can influence lifelong learning habits by collaborating with teachers on projects and activities that incorporate real-life applications. Based on readings from the whole-language philosophy and school-reform movement, presents examples from a high school; the examples stress authentic learning…

Describes a whole-language, interdisciplinary summer program for school and college teachers. From hands-on exploration and reading and writing about self-selected topics, participants learned to understand theory and practice of whole-language instruction and to explore implications for their own teaching. (SM)

Focuses on three approaches to integrated instruction: (1) literature-based; (2) theme-based; and (3) project-based. Each approach is explained and illustrated through descriptions of successful classroom examples. Literature-based integration utilizes a story to build a unit, thematic units are built around a topic, and project-based integration…

Presents a whole language model for teaching social studies that is helpful to students learning English-as-a-Second-Language. Outlines whole-language principles, and provides a lesson plan that incorporates these principles. Points out that such principles draw upon student experiences. (NL)