color: rgb(0, 0, 0);">Whole Language Method

The whole language method of teaching reading and writing is an example of authentic literacy pedagogy, developed by scholars like Kenneth Goodman and Frank Smith. Whole language is based upon the idea that language should be taught naturally in meaningful context, rather than by isolating and drilling individual parts (phonics, grammar, vocabulary). Rather than teaching reading as separate skills, this approach has students engage in the active construction of meaning through reading of authentic texts (stories, poetry, newspapers, student writing) and then providing opportunities for students to demonstrate their understanding of what they have read through discussion, journaling, drama, and creative re-writing. Writing is integrated into the process of reading, speaking, and listening to show that literacy is a holistic skill.

Students in a whole language classroom may read a story and discuss it using various methods (i.e., journaling, dramatizing, creative re-writing), while teachers will facilitate students' understanding of the text through students' prior knowledge and experiences. When assessing students, teachers use tools such as portfolios, observations, and self-reflection from the students instead of relying on standardized assessments. The whole language classroom is usually a print-rich and collaborative setting where students develop a view of themselves as real readers and writers.

One major advantage of whole language pedagogy is that it encourages authentic engagement. Students do not read solely to answer comprehension questions; therefore, students can think critically and creatively about the material they are reading and writing. Due to the fact that literacy tasks in whole language are meaningful and relevant to everyday life, many students gain confidence and develop a positive outlook on reading and writing. In addition, whole language takes into account linguistically diverse populations; in other words, whole language is effective in schools that have multilingual populations.

Whole language is not without its weaknesses. Some critics of whole language contend that the lack of systematic instruction in phonics and decoding skills will hinder beginning readers. Without explicit instruction in foundational skills, some students (especially those who struggle to learn to read) may become even further behind. The success of whole language heavily relies on the expertise of the teacher and how well the teacher provides scaffolding to students.

The Rhetoric of Whole Language on JSTOR