Criticisms of the whole-language approach (WL) to English-as-a-Second-language teaching are addressed, focusing on concerns about reading and grammar instruction. Criticism of grammar instruction is refuted, arguing that WL does not view grammatical knowledge as prerequisite to language use. A modification of the WL approach to reading instruction…

A review of the literature focuses on the use of the whole language approach to second language teaching in reading instruction for students of English as a Second Language (ESL). First, research on the whole language approach is explored, particularly as it has been used to teach reading. The approach itself is explained, and growth in its use is…

It is proposed that through the use of whole language techniques, an English-as-a-Second-Language (ESL) teacher can incorporate holistic language situations into the ESL classroom and advance the student's acquisition of a second language. Whole language techniques such as spontaneous conversation, brainstorming with semantic maps, dialogue…

A study of bilingual third-graders beginning formal English literacy in a whole-language classroom found that students improved in reading abilities and comprehension, as assessed through miscue and retelling analysis; writing results were mixed; and holistic assessment of overall writing abilities did not show improvement. Students' uneven…

The Fluency First in English as a second language (ESL) project at City College (New York) began as a result of the high failure rate among ESL writing students at the college, and the fact that this kept many students from entering the regular college courses. Revision on the ESL reading and writing curricula, beginning in 1987, focused on…

Seven false but common assumptions about bilingual learners are examined, and whole language principles offering alternatives to those assumptions are presented. The seven assumptions include the following: (1) learning proceeds from part to whole; (2) classes should be teacher-centered; (3) lessons should serve students' future needs; (4)…

Describes implementation of a whole-language approach in a middle school that has a majority of students for whom English is a second language. The transitional English program for sixth graders used high-interest, high-action novels in combination with a writing program and portfolios. (SLD)

A study assessed and compared the effectiveness of two distinct approaches of bilingual education used within a single school district in El Paso (Texas). The program designs, one a traditional transitional bilingual and the other a bilingual immersion, were implemented under similar conditions of resources, school year length, class size, and…

A discussion of second language (L2) teaching focuses on how language teachers can transfer their training and experience in L2 instruction to instruction in English as a Second Language (ESL). Learners of L2s and of ESL pass through the same learning stages, and while the skills focus may be different, the process is the same. A variety of…

A study investigated how the core experiences of a whole language kindergarten influenced four Korean immigrant children to acquire English language and literacy. Core experiences examined include reading aloud and response, shared reading and writing, independent reading and writing, and inquiry activities. Information gathered for the case…

This paper suggests that the whole language approach, widely used for first-language reading instruction, is the most appropriate means for teaching reading to learners of English as a second language (ESL). Drawing on research evidence, seven basic tenets of whole language instruction are explained and applied to ESL reading instruction. These…

The second year of the International Academy for Bilingual Education and Bicultural Studies program in New York City is described. The program provided instructional and support services to 40 Chinese- and English-speaking students in one pre-kindergarten and one kindergarten class at P.S. 1 in community school district 2. Half of the students…

This report presents an evaluation of the International Academy for Bilingual Education and Bicultural Studies, an Elementary and Secondary Education Act Title VII-funded project in its third year of operation in 1992-93. The program provided instructional and support services to 74 Chinese- and English-speaking students in 1 pre-kindergarten, 1…

The aim of this book is to provide a compromise between past and present theories of language teaching and learning. The book is organized into six main parts. In the first part, the author highlights the strengths and weaknesses of both the skills-based approach and the whole-language approach. He then presents a theory that emphasizes the…

This paper explores the whole language approach to teaching English as a Second Language (ESL) in the context of gender issues. More specifically, this study is focused on teaching ESL to university freshman in Taiwan. The whole language approach is used for two reasons: language can best be learned when it kept as a whole--especially with…