Considers the need for a definition of "whole language" and difficulties involved with such a definition. Characteristic experiences in whole language learning communities are discussed. A case study is also provided. (Author/BB)

Through the stories of nine teacher-innovators, factors that promote or impede grassroots change efforts in elementary school are examined, especially in terms of teachers' attempts to shift from traditional textbook, teacher-centered language and literacy curriculum to a learner-centered, whole-language approach. Identified three major sources of…

Comments on the future of whole language, predicting that the movement will continue to expand with an increased understanding of the role that language plays in learning, a growing respect for alternate ways of knowing, and a renewed interest in curriculum. (BB)