Puts whole language and the author's own research into historical, political, and philosophical context. Offers predictions about the future of whole language and education in general. (SR)

Suggests that whole language is alive and well in Israel, and that like many countries trying to educate multiethnic, multilingual populations, there is a strong interest in whole language as a democratic, innovative pedagogy built on scientific foundations. Notes the Ministry of Education encourages whole language approaches, but the teachers'…

Responds to an article in the same journal on the rhetoric of whole language. Shows how the authors of that article fail to do what they set out to do from their own perspective. Discusses choice of sources, treating the language seriously, and language without substance. Shows how those authors judge whole language not by its own principles but…

Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Discusses the transactional view of writing, social/personal views of learning, teachers redefining themselves and their relations to…

This article applies whole language techniques to children with cultural and linguistic differences and provides guidelines for enabling speech-language pathologists to assume a role of active involvement. Whole language can provide a context for involvement in the areas of bilingual education and other language and dialect learning and for…

Summarizes key characteristics of whole language. Theoretical views of learners, teachers, language, and curriculum are explicated. The strong research base for whole language is considered. Potential research on whole language classrooms is discussed. (BB)