Whole Language Approach

The term 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. The
teaching of reading and writing in the first language (often termed the teaching of literacy) is
a very active educational enterprise worldwide, and, like the field of second language
teaching, has led to a number of different and at times competing approaches and
methodologies. One widespread approach to both the teaching of reading and writing has
focused on a “decoding” approach to language. By this is meant a focus on teaching the
separate components of language such as grammar, vocabulary, and word recognition, and in
particular the teaching of phonics. Phonics is based on the theory that reading involves
identifying letters and turning them into sounds. Other reading theories approach reading
through skills. The Whole Language movement is strongly opposed to these approaches to
teaching reading and writing and argues that language should be taught as a “whole.” “If
language isn’t kept whole, it isn’t language anymore”.

Whole Language instruction is a theory of language instruction that was developed to help
young children learn to read, and has also been extended to middle and secondary levels and
to the teaching of ESL. “What began as a holistic way to teach reading has become a
movement for change, key aspects of which are respect for each student as a member of a
culture and as a creator of knowledge, and respect for each teacher as a professional”

The 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 it became popular
in the United States as a motivating and innovative way of teaching language arts skills to
primary school children. In language teaching it shares a philosophical and instructional
perspective with Communicative Language Teaching since it emphasizes the importance of
meaning and meaning making in teaching and learning. It also relates to natural approaches to
language learning (see Chapter 15) since it is designed to help children and adults learn a
second language in the same way that children learn their first language.

Considerable discussion has been devoted to whether Whole Language is an approach, a

method, a philosophy, or a belief. In a survey of sixty-four articles on Whole Language,
Bergeron (1990) found Whole Language treated as an approach (34.4 percent of the articles),
as a philosophy (23.4 percent), as a belief (14.1 percent), or as a method (6.3 percent). We see
it as an approach based on key principles about language (language is whole) and learning
(writing, reading, listening, and speaking should be integrated in learning). Each Whole
Language teacher implements the theories of Whole Language as he or she interprets them
and according to the kinds of classes and learners he or she is teaching.

Theory of language

Whole Language views language organization from what we have earlier called an
interactional perspective. This perspective is most obviously a social one that views language
as a vehicle for human communication and in which there is an interactional relationship
between readers and writers. “ Language use is always in a social context, and this applies to
both oral and written language, to both first and second language use” (Rigg 1991: 523).
Heavy emphasis in Whole Language is placed on “ authenticity,” on engagement with the
authors of written texts, and also on conversation. For example, in mastering the
sociolinguistic signals for “ apologizing,” “A whole language perspective requires an
authentic, ‘real’ situation in which one truly needs to apologize to another”.

Whole Language also viewslanguage cognitively as a vehicle for internal “ interaction,” for
egocentric speech, for thinking. “ We use language to think: In order to discover what we
know, we sometimes write, perhaps talk to a friend, or mutter to ourselves silently” (Rigg
1991: 323). A functional model of language is also referred to in many articles on Whole
Language. Language is always seen as something that is used for meaningful purposes and to
carry out authentic functions.

Whole Language also rejects the view that language can be broken down into separate skills.
Language is always linked to authentic contexts for its use, which typically involve an
integration of skills. Grammar is not taught in isolation but is linked to situations where
learners need to use it, such as in editing a piece of written text.

Theory of learning

The learning theory underlying Whole Language is in the humanistic and constructivist
schools. The descriptions of Whole Language classrooms recall terms familiar to humanistic
approaches to education and to language learning: Whole Language is said to be authentic,
personalized, self-directed, collaborative, pluralistic. Such characteristics are believed to focus
learner attention and to motivate mastery. Constructivist learning theory holds that knowledge
is socially constructed, rather than received or discovered. Thus, constructivist learners
“create meaning,” “ learn by doing,” and work collaboratively “ in mixed groups on common
projects.” Rather than transmitting knowledge to students, teachers collaborate with them to
create knowledge and understanding in their mutual social context.

As Bomengen (2010) puts it: Whole language is a constructivist approach to education;

constructivist teachers emphasize that students create (construct) their own knowledge from
what they encounter. Using a holistic approach to teaching, constructivist teachers do not
believe that students learn effectively by analyzing small chunks of a system, such as learning
the letters of the alphabet in order to learn language. Constructivist instructors see learning as
a cognitive experience unique to each learner’s own experience and prior knowledge, which
forms the framework for new knowledge.

Rather than seeking to “cover the curriculum,” learning focuses on the learners’ experience,
needs, interests, and aspirations. In this sense, Whole Language does not seek to offer a
complete integration of language and content, as do approaches more widely used today, such
as Content-Based Instruction (CBI) and CLIL (Chapter 6). However, sociocultural
perspectives on learning are also used to support Whole Language, particularly the notion of
scaffolded learning, equally important in CBI and CLIL. Students provide scaffolding for
each other when they work collaboratively on tasks and projects.
Whole Language is based on humanistic and constructivist learning theories. It emphasizes
authentic, personalized, and collaborative learning. Constructivism suggests that knowledge is
socially constructed, and learners create meaning through their experiences. In Whole
Language, students don't just analyze small parts of a system but construct their knowledge
based on their unique experiences. The focus is on learners' needs, interests, and aspirations,
rather than simply covering the curriculum. Whole Language doesn't fully integrate language
and content like some other approaches, but it incorporates sociocultural perspectives,
including scaffolded learning where students support each other in collaborative tasks.

Design

Objectives

The major principles and goals underlying the design of Whole Language instruction are as
follows:

• The use of authentic literature rather than artificial, specially prepared texts and exercises
designed to practice individual reading skills

• A focus on real and natural events rather than on specially written stories that do not relate
to the students’ experience

• The reading of real texts of high interest, particularly literature

• Reading for the sake of comprehension and for a real purpose

• Writing for a real audience and not simply to practice writing skills

• Writing as a process through which learners explore and discover meaning

• The use of student-produced texts rather than teacher-generated or other-generated texts

• Integration of reading, writing, and other skills

• Student-centered learning: students have choice over what they read and write, giving them
power and understanding of their world

• Reading and writing in partnership with other learners

• Encouragement of risk taking and exploration and the acceptance of errors as signs of
learning rather than of failure.

Types of learning and teaching activities

Lyons and Beaver emphasize “ flexibility within structure” as the guiding principle for the
design and selection of teaching activities.
Instead of having children do one brief activity or worksheet after another, whole language
teachers organize the day in larger blocks of time, so that children can engage in meaningful
pursuits. Thus they engage in fewer different tasks, but larger and more satisfying projects.
They may have a readers’ and writers’ workshop, for instance, when the children read books
and perhaps use them as models for their own writing. They may study a theme or topic at
least part of the day for several days or weeks, using oral and written language and research
skills to pursue learning in the realm of social studies and/or science and math, and using
language and the arts to demonstrate and share what they have learned. Together and
individually, the students have many choices as to what they will do and learn, which enables
them to take significant responsibility for their learning. However, the teacher guides,
supports, and structures the children’s learning as needed. Flexibility within the larger time
blocks offers the time that learners need (especially the less proficient) in order to accomplish
something meaningful and significant.

Learner roles

The learner is a collaborator, collaborating with fellow students, with the teacher, and with
writers of texts. Students are also evaluators, evaluating their own and others’ learning, with
the help of the teacher. The learner is self-directed; his or her own learning experiences are
used as resources for learning. Students are also selectors of learning materials and activities.
“Choice is vital in a whole language class, because without the ability to select activities,
materials, and conversational partners, the students cannot use language for their own
purposes”

Teacher roles

The teacher is seen as a facilitator and an active participant in the learning community rather
than an expert passing on knowledge. The teacher teaches students and not the subject matter
and looks for the occurrence of teachable moments rather than following a preplanned lesson
plan orscript. The teacher creates a climate that willsupport collaborative learning, ' the
teacher has the responsibility of negotiating a plan of work with the learners and providing
support throughout the learning process by “ help[ing] children develop skills for interacting
with each other, solving interpersonal conflicts and problems, supporting one and other in
learning, and taking substantial responsibility for their own behaviour and learning”

Role of instructional materials

Whole Language instruction advocates the use of real-world materials rather than commercial
texts. A piece of literature is an example of “ real-world” materials in that its creation was not
instructionally motivated but resulted from the authors wish to communicate with the reader.
Other real-world materials are brought to class by the students in the form of newspapers,
signs, handbills, storybooks, and printed materials from the workplace in the case of adults.
Students also produce their own materials. Rather than purchase pedagogically prepared
textbooks and “ basal readers,” schools make use of class sets of literature, both fictional and
nonfictional. Certainly an interest in and suggestions for the engagement of literature in the
teaching of second languages is not unique to Whole Language proposals Many language
teachers enter the language teaching field with literature training as their primary background
and maintain an interest in literature and its teaching throughout a career in language teaching.
Prominent researchers and applied linguists in the field bring with them a strong literary
background and maintain that interest in application to second language pedagogy. Maley
(2001), for example, overviews the field of literature in the language classroom and outlines
approaches to using literature, citing authors and exercise types in his overview.

Procedure

The issue of what instructional characteristics are specific to Whole Language is somewhat
problematic. Bergeron (1990) found that Whole Language was described differently in each
article of the sixty-four articles she surveyed (except those written by the same author). She
found only four classroom features mentioned in more than 50 percent of the articles. These
included:

– the use of literature

– the use of process writing

– encouragement of cooperative learning among students

– concern for students’ attitude

Activities that are often used in Whole Language instruction are:

– individual and small group reading and writing

– ungraded dialogue journals

– writing portfolios

– writing conferences

– student-made books

– story writing

Many of these activities are also common in other instructional approaches, such as
Communicative Language Teaching, Content-Based Teaching, and Task-Based Language
Teaching. Perhaps the only feature of Whole Language that does not also appear centrally in
discussions of communicative approaches to language teaching is the focus on literature,
although this has obviously been of concern to other writers on ELT methodology.
Suggestions for exploitation of literary resources in the Whole Language classroom will be
familiar to language teachers with a similar interest in the use of literature in support of
second language learning. What differs in Whole Language teaching is not the incidental use
of such activities based on the topic of the lesson or an item in the syllabus but their use as
part of an overall philosophy of teaching and learning that gives a new meaning and purpose
to such activities.
Conclusion

The Whole Language movement was advocated not as a teaching method but as an approach
to learning that sees language as a whole entity. In language teaching, each language teacher
was free to implement the approach according to the needs of particular classes. Advantages
claimed for Whole Language are that it focuses on experiences and activities that are relevant
to learners’ lives and needs, that it uses authentic materials, and that it can be used to facilitate
the development of all aspects of a second language.Critics, however, see it as a rejection of
the whole ESL approach in language teaching and one that seeks to apply native-language
principles to ESL. Whole Language proposals are seen as anti-direct teaching, anti-skills, and
anti-materials, assuming that authentic texts are sufficient to support second language learning
and that skill development will follow without special attention (Aaron 1991). Likewise, since
the 1990s those reading specialists opposed to the Whole Language approach as it is used
with first language learners have criticized it on both theoretical and practical grounds.

In comparison to the heated discussion that Whole Language aroused in the field of reading
instruction, the second language teaching profession has perhaps been kinder to Whole
Language, since it never prompted the same level of debate and controversy. It was generally
not promoted as a replacement for other approaches to language teaching and could
presumably be used in conjunction with other approaches, such as communicative, task-based
and text-based approaches (see Chapters 9 and 10). Whole Language advocates make use of a
rich array of materials that offer an integrated approach to ESL instruction and that could be
adapted for use in a wide variety of contexts (e.g., Whiteson 1998). Whole Language
activities may prove useful particularly for younger learners in ESL environments. Many of
the activities for older learners in other environments are similar to those recommended in
other instructional approaches, for example, Communicative Language Teaching and
Cooperative Language Learning (Chapter 13), which can also serve as resources to support a
Whole Language approach.

WHOLE LANGUAGE

· It was created in 1980s. by a group of American educators.

· How reading and writing are taught in L1 gave sight for L2 learning (the most basic
information).

· Widespread approach in reading and writing is decoding approach; a focus on teaching

the separate components of language such as grammar, vocabulary and word cognition, and in
particular the teaching of phonics.

· Phonics is based on the theory that reading involves identifying letters and turning them
into sounds.

v “The Whole Language” believes that language should be taught as a “whole”.

v If language isn’t kept whole, it isn’t language anymore.

· The whole language approach emphasizes learning to read and write naturally with a
focus on a real communication, and reading and writing for pleasure.

· Used in teaching the primary school children and extended to the teaching of second
and middle level, and to the teaching of ESL.

Approach and Method?

Ø It is an approach. The survey confirms that it is an approach.

Ø It is also related to CALL and natural approaches.

Ø Tries to teach L2 in the same way L1 is taught.

Theory of Language and of Learning

Ø It has an “interactional perspective”.

Ø Language is a vehicle for human communication and in which there is an interactional

relationship between readers and writers.

Ø Language use is always in a social context, and this applies to both first and second
language use.

Heavy emphasis on “authenticity” – real situational texts

· Language is also for communication.

· The learning theory is humanistic and constructivist schools.

· WL is authentic, personalized, self-directed, collaborative, and pluralistic (including

many different types of people with different beliefs, opinions and needs).

· Constructivist learners create meaning learn by doing and work collaboratively in mixed
groups on common projects.

· Instead of covering the curriculum, learning focuses on the learners’ needs, experience,
interests, and aspirations (something they hope to achieve).

Design, Objectives, Syllabus, Learning Activities

1. The use of authentic literature rather than artificial specially prepared texts.

2. Focus on real and natural events rather than on specially written stories that do not relate
to the students’ experience.

3. Reading of real texts of high interest, particularly literature.

4. Reading for the sake of comprehension and for a real purpose.

5. Writing for a real audience and not simply to practice writing skills.

6. Writing as a process through which learners explore and discover meaning.

7. The use of student produced texts rather than teacher or other generated texts.

8. Integration of reading, writing and other skills.

9. Student centred learning.

10. Reading and writing in partnership with other learners.

11.Encouragement of risk taking and exploration and the acceptance of errors as signs of
learning rather than failure.

Role of Teachers

· Teacher is a facilitator and active participant in the learning community rather than an
expert seen as the source of knowledge.

· Teacher looks for occurrence of teachable moments rather than following the course
plan.

Role of Learners

· Learners are collaborators (with students, teachers and with writers of text).

· Learners are evaluators (themselves and others)

· Learners are self-directed; his experiences serve as resource.

· Learners are selectors of learning materials and activities.

Materials

· Real world materials rather than commercial texts.

· Newspapers, signs, handbills, storybooks, and printed materials.

Procedure

· Activities often used in Whole Language instruction are:

1. individual and small group reading and writing

2. un-graded dialogue journals

3. writing portfolios

4. writing conferences

5. student-made books

6. story writing

· Many of these activities are also known in other instructional approaches, such as
Communicative Language Teaching, Content-based Teaching, and Task-based Language
Teaching.

· What differs in WL teaching is not the incidental use of such activities based on the
topic of the lesson or an item in the syllabus, but their use as part of an overall philosophy of
teaching and learning that gives a new meaning and purpose to such activities.

· The only feature of WL is the focus on literature although this has obviously been of
concern to other writers on ELT methodology.

Conclusion

· Advantages:

1. It focuses on experiences and activities that are relevant to learners’ lives and needs.

2. It uses authentic materials.

3. It can be used to facilitate the development of all aspects of a second language.

· Criticism

1. It applies first language principles to ESL.

2. It is anti-direct teaching.

3. Anti-skills

4. Anti-materials

It promotes fluency at the expense of accuracy.

Background of Whole Language Method

U.S. educators coined the term Whole Language Method for the first time in the 1980s. This
group of educators was concerned specifically with teaching of language arts (reading and
writing in the mother tongue). Teaching of reading and writing in the first language is very
common and popular academic discipline. It covers a variety of different methods and
approaches. The reading and writing teaching approaches leads to learning that is divided into
small segments such as grammar, pronunciation, vocabulary, and word recognition.
The Whole Language Method strongly opposes teaching of a language in form of small
segments but it focuses that language should be taught as a “whole” instead of parts. “If
language isn’t kept whole, it isn’t language anymore.”

Objectives of Whole Language Method

The main objectives of Whole Language Method is to involve real and practical instruction
for teaching reading and writing in the classroom. Student should read real and authentic
literature rather than specially prepared lesson and exercises. It also focuses on natural and
real events rather than fabricated stories of fairies and heroes that never happen in real life. It
primarily aims on student-centered learning.

Learner’s Activities in Whole Language Method

 Students read authentic literature rather specific academic syllabus

 Students write on natural events that happen in real life.

 Learners read real text of literature according to their own interest.

 Students read a piece of literature for the sake of comprehension.

 Writing for a real audience and not simply to practice writing skills

 Students write at their own instead of teachers’ instruction.

 Learners learn to integrate reading, writing, listening and speaking skills.

 Sometime students write a text in partnership in different groups in a class.

Role of the Teacher

The role of the teacher is as a facilitator and an active participant in the learning environment
rather than passing instruction only. The teacher generates different ideas to write a real and
authentic text. He helps them to provide vocabulary and literature stuff to read. The teachers
promote collaborative learning and assign group activities to accomplish mutual tasks. The
teacher negotiates different strategies to cope with difficult tasks.

Role of the Learner

The learner is an active member of a collaborative learning environment. He bond mutual

relations with other students, teachers and even with the writer of the text. Though, Whole
Language Method is student-centered, so students are free to make a choice for reading a
piece of literature or to write a text. Students select material according to their own ease and
choice. “Choice is vital in a whole language class, because without the ability to select
activities, materials, and conversational partners, the students cannot use language for their
own purposes”

Material for Whole Language Method Class

The only material for WLM is real-world literature rather than commercial text books or
notes. Students are free to make choice for selecting a material for class activity. There is no
specific single book for a class but every student can read a different book according to his
reading interest. Students can bring any material in the class like newspapers, storybooks,
signs, handbills, and other printed materials. Teacher can suggest different reading material
from real literature. Students also produce their own materials.

The approach receives its name from seeing the language holistically rather than dividing it
into various parts. Based on constructivism, this method supports the idea that language
should not be divided into various components such as vocab or grammar but instead,
students should obtain meaning without looking at the individual parts, which is called top-
down processing. This approach claims that lessons conducted that way, top-down, will be
much more effective for learners.

This approach claims that language can be learned much more efficiently if students and
teachers cooperate and learn the language via top-processing.

Errors are considered quite natural part of the learning process and teachers encourage their
students to experiment with the linguistic structures.

The classroom is student-centered and their thoughts are valued.

No course book is used in classrooms.

The Whole Language Approach is an educational philosophy and teaching method that views
language as a whole and integrated system rather than breaking it down into isolated
components. Here are the key aspects of the Whole Language Approach in detail:

1. Holistic View of Language: Whole Language sees language as a complete and

integrated system. It emphasizes the importance of understanding language as a whole,
including its meaning, structure, and context.

2. Authentic and Meaningful Contexts: Learning in Whole Language occurs in

authentic and meaningful contexts. Students are exposed to real-world language use
through literature, stories, and meaningful writing activities.

3. Reading and Writing Connection: Whole Language promotes a strong connection

between reading and writing. It recognizes that reading and writing are
complementary skills that support each other, and students often engage in reading and
then creating their own written pieces.

4. Focus on Communication: Communication is a central focus of Whole Language.

The approach emphasizes language as a tool for communication and encourages
 students to express themselves effectively in various forms, including speaking,
writing, and listening.

5. Individualized and Collaborative Learning: Whole Language recognizes the

individuality of learners. Students are given choices and opportunities to explore
topics of interest. Additionally, collaborative learning is encouraged, allowing students
to work together on projects and share their insights.

6. Teacher as a Facilitator: In Whole Language classrooms, teachers act as facilitators

rather than traditional instructors. They guide students, provide support, and create a
learning environment where students can actively engage with language.

7. Integrated Curriculum: The curriculum in Whole Language is often integrated,

meaning that language skills are taught in connection with other subjects such as
science, social studies, and math. This integration enhances the relevance of language
learning.

8. Assessment through Performance: Assessment in Whole Language is often based

on students' performance and their ability to apply language skills in real situations.
Standardized testing is generally less emphasized compared to authentic assessments.

9. Emphasis on Meaning and Context: Whole Language places a strong emphasis on

understanding meaning and context rather than just focusing on isolated skills.
Grammar and vocabulary are learned in the context of meaningful communication.

10. Inclusive and Social Environment: Whole Language classrooms strive to create an
inclusive and social environment where students feel comfortable expressing
themselves. Diversity and multicultural perspectives are often integrated into the
learning experience.

Overall, the Whole Language Approach aims to develop students' language skills in a holistic,
meaningful, and real-world context, fostering a love for language and communication.