Dear List,
  Someone just said Whole Language is an enrichment. I have been around Whole Language instruction since 1989, and I have never heard any advocate of Whole Language refer to it as an "enrichment."  I know Whole Language to mean "teaching the whole before the parts." One reads in order to understand and discuss a story, for example.  In the context of engaging with the whole story, students then learn other skills.  In Whole Language instruction, you don't teach parts that have no meaning in order to build to meaning.  You start with meaning in order to understand the parts. That is a philosophy, not an enrichment. And for me, I must say, it's a great way of life as well. 
   
  From Bruce Carmel
  Turning Point, Deputy ED
  Brooklyn NY
  

robinschwarz1 at aol.com wrote:
  Andrea-- I learned that from a debate on reading that raged a couple of 
years ago. I am sure if you google whole language you will get 
thousands of hits, some of which will address what in fact it is. I 
do remember from the debate that one part of the discussion was that 
most teachers had misunderstood the nature of whole language and had 
believed that it WAS in fact a method of instruction. Robin S.

-----Original Message-----
From: AWilder106 at aol.com
To: learningdisabilities at nifl.gov
Sent: Fri, 24 Feb 2006 10:24:47 EST
Subject: Re: [LearningDisabilities] Phonics vs. Whole Language

Robin, are you still there?

You said that whole language advocates say it is an enrichment, not a 
method of instruction.  Could you provide me with a citation for this?  
It would be very helpful.

Thanks.

Andrea ----------------------------------------------------
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