As a teacher of Bowling Green State University's English 3810, Grammar and Writing, the author is charged with teaching future language arts teachers how to teach grammar so that it actually helps their students become better writers and communicators. Because such teaching rejects the ineffective but time-honored drill-it-and-kill-it approach, in…

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)

Reacting to whole language zealots who are not willing to hear new viewpoints or engage in a dialogue with people who differ from their paradigm of education, a graduate student-teacher-researcher who is in general agreement with whole language principles responds to a series of conversations in which she was a listener but not a participant. The…

Contends that the ability and openness to make informed decisions about future classroom reading programs increases with preservice teachers' personal immersion in a whole language environment. Describes strategies used in reading methods courses that allow students to experience what they may be expected to implement as teachers. (RS)

Charges postsecondary education pays scant attention to developments outside their circle (such as the whole language movement), and thus are hindered in teaching the newest generation of college students. Discusses the whole language movement, its importance, its relationship to freshman composition theory, whether it challenges contemporary…

Discusses the use of computers in teaching basic writing to college students. Offers computer exercises and activities which foster a whole-language curriculum. (PRA)

Discusses the achievement of James Moffett in the field of language arts instruction, particularly by studying his seminal work "A Student-Centered Language Arts Curriculum, K-12," and the changes made in the 4 editions of the book from 1968 to 1992. Claims that Moffett continues to be ahead of his time in his chosen field. (HB)

Notes that the "other half" of whole language is the enjoyment of expressed meaning, speaking and listening, and performing and experiencing performance. Describes interactive multimedia technology that can provide opportunities for students to experience theater and poetry as audiovisual productions. (RS)

Discusses three basic principles of whole learning that provide the framework for course instruction: (1) literacy processes are used on a daily basis; (2) students are given much opportunity to use and practice what is learned; and (3) learning is a social process. Notes that preservice teachers are resistant to implement content area reading…

Reviews the challenges that college-level English-as-a-Second-Language (ESL) programs present to instructors and students. Offers suggestions for authentic language experiences in classroom settings. Analyzes the literature on language and literacy, whole language, and learning styles. Offers examples of thematic units tailored to elicit authentic…

Based on the belief that teacher educators can no longer be satisfied to teach about whole language without teaching through whole language, this article presents five major premises of whole language and then describes several strategies by which this philosophy has been implemented in university classrooms. The premises are that learning happens…

Educators at Georgia Southern University began using a whole language approach to developmental literacy instruction by adapting the model David Bartholomae and Anthony Petrosky provide in "Facts, Artifacts, and Counterfacts." Rather than a focus on information retrieval and transfer, whole language curricula encourage students to engage…

Shares how five characteristics of a whole-language environment (time, ownership, process, conferences, and resources) affect teachers' and students' experiences in a whole-language inservice course. (MG)

Offering multicultural courses in higher education does not address the underlying problems of illiteracy, know-nothingness, and xenophobia. A better approach is, as in the whole-language approach, to teach the whole student as an individual shaped by his society. Teachers are in the best position to facilitate connections among culturally diverse…

A study examined how the "Reading Classroom Explorer" (RCE, a hypermedia learning environment) might enhance the learning of preservice teacher education students as they prepare to assume internships. RCE is a searchable database of digitized video clips from the Center for the Study of Reading's video series "Exemplary Ways To Teach Reading."…