Whole language is a philosophy of literacy instruction that emphasizes making meaning from text and expressing ideas in writing. It takes a constructivist approach where students build their own understanding from experiences. Key principles include a focus on meaning over decoding, accepting different learner needs, teaching skills in context rather than isolation, and assessing individual growth. The whole language approach grew out of Chomsky's theory of language acquisition and emphasizes reading as a psycholinguistic guessing game relying on holistic word examination rather than strict phonics rules.

2. WHOLE LANGUAGE
• is a method of teaching children to
read by recognizing words as whole
pieces of language describes a
literacy philosophy which emphasizes
that children should focus on meaning
and strategy instruction Whole
language is a constructivist approach
to education; constructivist teachers
emphasize that students create
(construct) their own knowledge from
what they encounter

3. • Whole language teachers believe
that children learn to read by
writing, and vice versa. The whole
language philosophy emphasizes
children’s efforts to make meaning
and seek meaning in language;
therefore, correcting errors places
the focus on technical correctness,
which is not where whole language
teachers believe it should be the
whole language approach can also
present problems for students with
reading difficulties.

4. Chomsky and Goodman
The whole language approach to phonics grew
out of Noam Chomsky's ideas about language
acquisition. In 1967, Ken Goodman had an idea
about reading, which he considered similar to
Chomsky's, and he wrote a widely cited article
calling reading a "psycholinguistic guessing
game". He chided educators for attempting to
apply what he saw as
unnecessary orthographic order to a process that
relied on holistic examination of words.[6]

5. SEVERAL STRANDS RUN THROUGH
MOSTDESCRIPTIONS OF WHOLE LANGUAGE:
Focus on making meaning in reading and
expressing meaning in writing;
constructivist approaches to knowledge
creation, emphasizing students
interpretations of text and free expression of
ideas in writing (often through daily journal
entries); emphasis on high-quality and
culturally-diverse literature; integrating
literacy into other areas of the curriculum,
especially math, science, and social studies;
frequent reading with students in small
"guided reading" groups to students with
"read alouds" by students independently;

6. • Reading and writing for real
purposes; focus on motivational
aspects of literacy, emphasizing the
love of books and engaging reading
materials; meaning-centered whole
to part to whole instruction where
phonics are taught contextually in“
embedded" phonics (different from
synthetic or analytic phonics); and
emphasis on using and understanding
the meaning-making role of phonics,
grammar, spelling, capitalization and
punctuation in diverse social
contexts.

7. • SOME KEY CHARACTERISTICS OF
WHOLE LANGUAGEEDUCATION
• Acceptance of learners- whole language
teachers develop the classroom
environment and the curriculum for and
with the students, to meet their needs
and engage them in learning about what
interests them, as well as to cover
essentials from the curriculum
guidelines. Flexibility with structure-
whole language teacher organize the day
in larger blocks of time, so that children
engage in meaningful pursuits.

8. • Supportive Classroom community-
teachers helpchildren skills for
interacting witheach other, solving
interpersonal conflicts andproblems,
supporting one another in learning,
andtaking substantial responsability
for their ownbehavior and learning
Skills taught in context- Instead of
being taught in isolation, skills
aretaught through mini-lessons and
conferences, in thecontext of
students´reading, writing, and
learning. Inshort, skills are taught
while students are engagedin real-life
tasks.

9. • Teacher support for learning-
Whole language teachers help
children write thesounds they hear
in words, thus enabling thechildren
to communicate through writingo
Contextualized assessment that
emphasizesindividuals´growth as
well as their accomplishments-
Children is involved in assesing
their own workprogress, and
setting future goals for learning

10. • Understanding Whole Language- is directed toward teachers
and teacher educators, and also school administrators.
•Have the child follow along as you read aloud and then stopr
eading; child must pick up reading aloud where you dropped
off.
•You read aloud at a normal pace; the child skims along
andfollows your reading by paying attention to the
beginningsand endings of sentences and end punctuation.
•Child reads easy or familiar material and practices goingfast.
•Demonstrate an appropriate reading speed by gentlymoving
the childs hands across the lines of Braille.
•Practice fast page-turning exercises and activities whichcan
help develop good reading habits and faster reading.

11. • Books for beginner readers which support
thisapproach of learning to read are known as
authentictext early reader books. They contain
shortsentences written in simple language with
somerepeated phrases. . Your child uses the
pictures tohelp guess difficult words and through
repeatedreadings starts to recognize words by
sight.
• They have a better understanding of what they
are reading, and amore interesting and creative
approach to reading.

12. • -Aoccdrnig to a rscheearch at
CmabridgeUinervtisy, it deosn´t mttaer
in wahtoredr the ltters in a wrod are,
the olny iprmoatnt tihng is taht the
fristand lsat ltteer be at the rghit pclae.
Therset can be a total mses and you can
sitllraed it wouthit problem. Tihs is
bcuseaethe huamn mind deos not raed
erveylteter by istlef, but the wrod as a
wlohe.- Psycholinguistic guessing game