Looks theoretically at the topic of authenticity, arguing that it is important to get beneath labels and the surface of classroom activities in order to create instruction that is authentic. Uses hermeneutics to examine authenticity as a perspective to help think through important issues. (SR)

Argues that "whole language" is a philosophy that places meaning making at the center of learning and instruction. Suggests that literature and a literature-based program play a critical role in the classroom and in developing student motivation. Suggests that the teacher is the critical facilitator for meaning making in an interactive…

Discusses six professional resources and three classroom resources that can help practitioners decide what they should be doing and what they need to understand to function in a literature-based language arts classroom. (RS)

Presents an in-depth interview with Ken and Yetta Goodman, awarded the second National Council of Teachers of English award for outstanding educator in the language arts. (SR)

Shows, in one teacher's autobiographical account, that understanding connections between teachers' lives outside of school and themselves as teachers helps them to see how to link the worlds of home and school for their students. (SR)

Discusses the issue of handwriting instruction through the whole language philosophy and direct instruction methods. States the approaches that each teaching method would use. (MG)

Discusses a new orthodoxy about to hit the schools in Australia, which sounds like a piece of "nonsensical madness": guided writing. Cautions educators not to be blinded by new orthodoxies. Encourages teachers to keep their perspective when presented with new teaching ideas. (SG)

Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom; political aspects of whole language; national political issues and literacy; and political actions teachers can take to improve language arts education. (RS)

Offers reflections by a teacher educator who spent a year teaching a third-grade class. Discusses the realities of a teacher's internal decision-making process and day-to-day interactions with children in the classroom. Notes that uncertainty is what keeps the inquiry process going. (SR)

Argues that focusing vision and going beyond imitation is the path by which the teacher becomes a learner and, as a result, a better teacher. Illustrates the individual search for authority of two teachers through two personal stories. (SR)

Discusses the author's experiences in learning about the whole-language approach. Suggests that whole language is not so much about method or philosophy as it is about power. Offers five suggestions for administrators and teacher educators to help teachers explore the possibilities of whole language. (RS)

Reflects on the role of literature in reading instruction. Reviews briefly research on whole language. Discusses the problems and promises of the whole-language approach and the use of children's literature in the classroom. (RS)

Discusses what happens when students and teachers are encouraged to use multiple ways of knowing in mediating their experiences with the world. Suggests that a good language arts program expands the communication potential of all learners through the orchestration and use of multiple ways of knowing for purposes of ongoing interpretation and…

Presents annotations of 12 books, conference papers, and other materials concerning the reading/writing connection, literature-based reading, and whole language. (RS)

Reports on an exploratory comparative study of the impact of whole language on four elementary school libraries. Finds that librarians were excited about the impact of whole language, and that they wanted to talk to someone about it. Concludes that whole language empowers librarians. (RS)