Defining and Describing Whole Language

Abstract

On February 18, 1989, the constitution of the Whole Language Umbrella, a confederation of whole-language support groups and individuals, was ratified in Winnipeg. This international organization is built on the beliefs and practices of whole-language learning and teaching. Such a powerful international educational force as whole language must be defined and described both for advocates and detractors. This article not only points out why the term needs to be defined but also why it is sometimes difficult to do so. Some educators' definitions of whole language are presented as a preface to my evolving definition. Although there is no such thing as an archetypical whole-language classroom, certain experiences consistently appear in whole-language learning communities: for example, reading of untampered texts, telling stories, student-generated writing, making personal and social connections to meaning, student choice and responsibility for learning, acceptance of errors, and always an emphasis on meaning. Such characteristic learning engagements are described along with some of the theoretical beliefs that support them. Finally, the question "Is it worth the effort?" is answered by a young language learner named Patty.

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