Whole Language was created in the 1980s by U.S. educators concerned with teaching language arts. It argues that language should be taught holistically rather than by separating its components. Whole Language instruction emphasizes learning to read and write naturally through real communication and reading for pleasure. It became popular in the 1990s as a motivating way to teach primary school children. The learning theory behind Whole Language is constructivism, where knowledge is constructed through experience rather than received. It focuses on integrating reading, writing and other skills, using authentic literature, and reading for comprehension.

1. WHOLE
LANGUAGE
LIVIYAAH I AIMAN I AWATIF
TESL 01

2. Whole Language was created in the 1980s by a group of U.S educators concerned with the teaching of language arts, that
is, reading and writing in the native language (L1). The teaching of reading and writing in the L1 (also called the teaching
of literacy) is a very active educational enterprise worldwide that has led to a number of different approaches and
methodologies. One of these approaches focuses on decoding, which is the teaching of language components separately
(grammar, vocabulary, word cognition, & phonics).
Whole Language argues that language should be taught as a “whole.” Whole Language instruction is a theory of language
instruction developed to help young children learn to read, and to the teaching of ESL (English as a Second Language).
Whole Language approach emphasizes learning to read and write naturally with a focus on real communication and
reading and writing for pleasure. In the 1990s, Whole Language became popular in the US as a motivating and innovative
way of teaching language arts to primary school children.
The learning theory underlying Whole Language is in the humanistic and constructivist schools. Whole Language is said to
be authentic, personalized, selfdirected, collaborative, and pluralistic. Such characteristics are to focus learner attention
and to motivate mastery. Constructivist learning theory hold that knowledge is constructed, rather than received or
discovered. Constructivist learners create meaning, learn by doing, and work collaboratively in mixed groups on common
projects.
..INTRODUCTION..

3. Integration of reading, writing, and other skills (listening and
speaking). The use of authentic literature rather than “artificial.” A
focus on real and natural events rather than on specially designed
written stories which do not relate to the students’ experience.
Reading is conducted for the purpose of comprehension. Use of
student-produced texts rather than teachergenerated or other-
generated texts (esp. in ESL classes).
OBJECTIVE!

4. -SYLLABUS
Whole Language instruction advocates the use of realworld materials rather
than commercial texts. Students are selectors of learning materials. Choice is
vital in a whole language class, because without the ability to select activities,
materials, and conversational partners, the Ss cannot use language for their
own purpose. Schools make use of class sets of literature, both fictional and
nonfictional.

5. • Reading for the purpose of comprehension
Writing for a real audience and not simply to practice writing skills.
• Writing as a process through which learners explore and discover meaning.
Integration of reading, writing and other skills.
• Reading and writing in partnership with other learners.
Learning & Teaching
Activities

6. Learner & Teacher Roles The teacher is seen as a facilitator.
The teacher is an active participant in the learning community, and
not an expert passing on knowledge . The teacher teaches , and not
the subject matter. The teachers creates a climate that enables
collaborative learning. The learner collaborates with his classmates,
and with the teacher (pair work and whole group activities). Students
are evaluators of their learning process with the help of the teacher.
The learner is self-directed, his experiences are used as resources to
enrich the learning process.

7. • The use of literature.
• The use of process writing (pre-writing, drafting, revising, editing, publishing).
• Encouragement of cooperative learning among students (pair work and whole group
activities).
• Concern for students attitude.
• Individual and small group reading and writing.
• Ungraded (with no grade in class) dialogue journals.
• Writing portfolios.
• Student-made books.
• Story writing.
Procedures

8. CONCLUSION
The Whole Language movement is not a teaching
method but an approach to learning that sees language
as a whole entity. Each language teacher is free to
implement the approach according to the needs of
particular students and classes.
Advantages claimed for Whole Language are as follows:
focuses on experiences and activities that are relevant
to students lives and needs, use of authentic materials,
it can be used to facilitate the development of all
aspects. Whole Language promotes fluency at the
expense of accuracy.