Whole language is a philosophy, perspective, world view, or stance; it is not a program of hierarchical components or methods. It is a grass roots movement spearheaded by teachers with empowerment of teachers and students as a central theme. Whole language is an amalgam of theories, beliefs, perspectives, and research about language, children, and learning drawn from a number of interrelated disciplines such as linguistics, psychology, philosophy, and sociology. Further, whole language is the perspective that learning occurs when information is presented as a whole rather than divided into smaller components and is thus meaningful; activities occur within a social context, and the learner is active.
|Original language||English (US)|
|Title of host publication||Evaluating children’s books: a critical look|
|Subtitle of host publication||aesthetic, social, and political aspects of analyzing and using children’s books|
|Editors||Betsy Gould Hearne, Roger Sutton|
|Publisher||University of Illinois at Urbana-Champaign|
|State||Published - 1993|
|Event||Allerton Park Institute - , United States|
Duration: Oct 25 1992 → Oct 27 1992
Conference number: 34
|Conference||Allerton Park Institute|
|Period||10/25/92 → 10/27/92|
Harris, V. (1993). Evaluating children's books for whole-language learning. In B. G. Hearne, & R. Sutton (Eds.), Evaluating children’s books: a critical look: aesthetic, social, and political aspects of analyzing and using children’s books (pp. 47-57). University of Illinois at Urbana-Champaign.