The whole language instructional program

Whole language instructional programs are based on the whole language philosophy. This module describes features of a typical whole language program but you should realize there are many variations.

The whole language instructional program is one that

• focuses on using whole meaningful texts to teach students to read, and
• teaches writing by encouraging students to write whole meaningful texts for a purpose.

The whole language philosophy has been developing since the early '70's. “During this time, research in language and language learning ... has strengthened the theoretical foundations of whole language.” (Edelsky, Altwerger, and Flores 1991). However, it initially grew from the work of by Goodman 1969 in the field of the psycholinguistic analysis of the reading process.

The philosophy is based on the view that when learners are learning to read and write they are not just learning a set of skills, but they are acquiring a network of strategies for operating on or with text. (Clay 1991)

Whole language programs do not try to control which sources of information in a text a learner uses or what a learner learns first. They do not prevent the learner's exposure to any aspect of the task. (Clay 1991)

Whole language does not mean there is no direct instruction, but that instruction is embedded in meaningful, authentic literacy events. Some of the direct teaching in Whole language includes

• demonstration with invitation to participate
• responding to students needs-seizing the teachable moment, and
• “mini-lessons” on topics some members of the group are ready for.

The term “whole language” means different things to different people. Some teachers only implement parts of what whole language programs should be like.

Whole language programs encourage learners to use the cues that print provides--prediction, context clues, letter-sound correspondences, and their own personal knowledge of language systems and of the world--to decode text. Therefore, if conducted properly, such programs are based on an interactive reading model.

Here are some features of the whole language instructional program:

• Tasks are conducted in meaningful contexts.
• The teacher and learners are involved in lots of talking as they work on tasks.
• The teacher provides strong interactional support to the learner
• The teacher creates a learning environment.
• The teacher stimulates and facilitates learning.
• Learners are encouraged to take considerable responsibility for their learning.
• Tasks are structured to ensure that learners succeed.
• The pace is not forced but is geared to what learners are comfortable with.

Here are some assumptions of the whole language instructional program:

• Reading and writing are enjoyable tasks.
• Everyone will succeed in their own time, at their own pace, in mastering the skills.
• Acquisition of writing skills reinforces acquisition of reading.

Here are some materials required for the whole language instructional program:

• Plenty of interesting texts which people are highly motivated to read. These can be preprinted or student-generated, or both.
• Materials to make group texts
• Chalkboard or paper for learners to write on

Here are the parts of the whole language instructional program:

• Reading readiness

  See:	Whole language reading readiness

• Lessons built on themes
• Shared reading experiences
• Primer lesson (optional)
• Writing lessons-teaching formation of letters and writing

• Opportunities to develop fluency

  As the learners grow in their reading ability, other kinds of texts, graded readers, and more language experience activities are added to the lessons.

• Other subjects:

  The whole language approach does not limit the focus on reading and writing acquisition to certain parts of an instructional program. Rather it sees these things as being part of everything that is done in the learning context. Therefore the inclusion of other subjects into the program is encouraged and is dependent upon other factors such as the motivation of the learner, the nature of the setting-formal or informal-and the expectation of outside authorities.

  For example, in Papua New Guinea Vernacular Prep Schools the themes used in whole language classrooms are also extended to other subjects such as Moral Education, Culture and Community Life, Science, Math and Health subjects.

Here is an example of pages from a whole language curriculum guide and of a typical lesson:

• The whole language lesson

Here are some sample primer pages from the whole language instructional program:

• Whole language primer page sample

• Current instructional programs

See the following online article for more information:

• A Whole Language approach to transition literacy

• Clay 1991
• Edelsky 1991
• Edelsky, Altwerger, and Flores 1991
• Goodman, K., Goodman, Y., and Hood 1989
• Goodman, K. 1968
• Goodman, K. 1969
• Weaver, C. 1990

• Structure module: whole language instructional program, by Glenys Waters
• In overview module: Current instructional programs, by Leah B. Walter, Glenys Waters, and Trudy K. Stewart (editor)
• In overview module: Instructional programs, by Kenneth A. Boothe (contributor), Leah B. Walter (contributor), and Glenys Waters (contributor)
• In modular book: Implement a literacy program, by Carole P. Spaeth (compiler) and Leah B. Walter (compiler)
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 26 August 1999

© 1999 SIL International