WHOLE LANGUAGE APPROACH (WLA)
BASIC IDEA
The Whole Language Approach believes:
• Language should be taught as a whole, not in small separate parts.
• Reading, writing, listening, and speaking should be taught together, not individually.
• Focus should be on meaning and communication, not on grammar or phonics (sounds).
“Language should be taught as a whole.”
Example: Instead of teaching just grammar rules or only vocabulary, students read real stories
and write about real things, using all skills together.
BACKGROUND / HISTORY
• The term Whole Language was created in the 1980s by some American educators.
• They were interested in improving how reading and writing (called language arts) were
taught to native speakers.
There were two main ways of teaching reading:
1. Decoding Approach (Bottom-up)
• Focuses on teaching small parts of language (like grammar rules, phonics, individual
vocabulary).
2. Whole Language Approach (Top-down)
• Focuses on the meaning of the text first, not the individual parts.
• Students are expected to understand the big picture using background knowledge and
context.
Example: Instead of teaching a child how to sound out every letter in a word, WLA lets them read
real stories and guess meaning from the story’s context.
MAIN BELIEFS OF WHOLE LANGUAGE APPROACH
• Strongly opposes traditional methods that teach language in little pieces (like only
teaching grammar rules).
• Says language is only real and meaningful when taught as a complete system.
• Based on “top-down” reading theories, where students use:
• Context clues
• Background knowledge
• Inference skills (guessing meaning from clues)
Quote: “If language isn’t kept whole, it isn’t language anymore.” – Rigg (1991)
KEY CHARACTERISTICS
• Natural learning (like how we learn our first language).
• Real communication, real-world use of language.
• Became popular in the 1990s, especially in the US.
• Appealed to Second Language Acquisition (SLA) experts because it matches:
• Communicative Language Teaching (CLT) – focus on meaning.
• Natural Approach – like learning a first language, without formal grammar focus.
CURRENT STATUS
• No longer very popular in recent years.
• Many educators now prefer:
• Skills-based approaches (focus on grammar, vocabulary, etc.)
• Competency-based instruction (focus on specific language tasks or standards)
SUMMARY OF KEY PRINCIPLES
Category Whole Language Belief
Language Language is whole. Don’t
break it into small parts.
Learning All skills (reading, writing,
listening, speaking) should
be learned together and in
real communication.
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THEORY OF LANGUAGE (What language is)
• Interactional perspective: Language is used to communicate in real social situations.
• Real-life, meaningful uses of language are emphasized (e.g., apologizing, writing a
letter).
• Rejects separating grammar or vocabulary – instead, everything is integrated.
Grammar is taught within context, not as a separate rule list.
For example: Correcting grammar while students are editing their own writing.
THEORY OF LEARNING (How people learn)
• Based on constructivism and humanism.
Let’s define:
• Constructivist Learning Theory:
Learners create their own understanding based on their experiences, not by memorizing facts.
Learning is social and collaborative.
• Humanistic Approach:
Focuses on the learner’s needs, feelings, interests, and choices.
So in WLA classrooms:
• Students work together, help each other, and make meaning together.
• Learning is personalized and student-directed.
• Learners are active participants.
• Focus is on projects, real communication, and authentic tasks.
SCAFFOLDING (Important concept in learning)
• Scaffolding = temporary help from someone more knowledgeable (like the teacher) to
help students do something they couldn’t do alone.
Example: Teacher helps a student write a story by guiding them through the structure, and then
the student writes the next story on their own.
• A key part of Vygotsky’s sociocultural learning theory.
• Common in task-based learning, CLIL, and WLA.
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TEACHING FEATURES IN WLA
1. Instructional Materials
• WLA doesn’t use traditional textbooks.
• Instead, it uses:
• Authentic materials: real-life things like storybooks, newspapers, signs, flyers,
workplace materials.
• Student-created texts: students write their own stories, journals, etc.
2. Classroom Characteristics
• Use of literature (real, interesting books).
• Process writing: writing is seen as a process, not a final product.
• Collaborative learning: students work together in groups.
• Teacher cares about students’ attitudes and feelings.
COMMON CLASSROOM ACTIVITIES
• Group reading & writing
• Reading and discussing stories
• Creating portfolios of written work
• Writing conferences (teacher-student meetings about writing)
• Story writing and sharing
• Using two related texts (parallel texts)
OBJECTIVES / GOALS
• Students read and write for real reasons, not just for grades.
• Students choose what they read and write.
• They write for real audiences, like classmates or even family.
• Errors are okay – part of learning!
• Encourages risk-taking and exploration.
TEACHER’S ROLE
• Not the boss or lecturer.
• Instead, the teacher is a guide, helper, and co-learner.
• Helps students negotiate meaning and encourages self-learning.
LEARNER’S ROLE
• Collaborator: works with classmates.
• Self-directed learner: takes charge of learning.
• Evaluator: reflects on own work.
• Selector: chooses reading and writing materials.
IMPACT ON MODERN LANGUAGE TEACHING
• Influenced:
• Task-based learning
• Content and Language Integrated Learning (CLIL)
• Communicative approaches
• Focused on real-life learning, experience, student needs, and authentic tasks.
ADVANTAGES
• Learner-centered
• Uses real materials
• Supports integration of skills
• Encourages creativity and motivation
• Builds real communication abilities
CRITICISMS
• Ignores systematic skill building (like grammar rules or pronunciation drills).
• Too focused on native language learners – might not work well for beginners in a
second language.
• Sometimes lacks structure and clear guidance.
• Overuses authentic texts, which may be too hard for new learners.
• Not suitable for all learners — especially beginners who need more support and
explicit instruction.
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CAN IT BE USED TODAY?
Yes, in combination with other methods:
• Can be blended with:
• Communicative Language Teaching (CLT)
• Task-Based Learning
• Text-Based Instruction
COMPARISON WITH OTHER APPROACHES TO LITERACY
Approach Best For
Whole Language Hands-on learners, visual
learners, students who like
group work
Balanced Literacy All learning types; combines
best parts of phonics and
WLA
Phonics-Based Auditory learners, learners
who need structure and
sound-based teaching
