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This seminal collection brings together the multiple perspectives of whole language educators over the course of the past thirty-five years. The essays illustrate the complex ways in which whole language teachers have been and continue to be political activists through their interactions with students; the teachers' beliefs about teaching, learning, and curriculum; their commitment to critical thinking and social justice; their collaborative engagements with other teachers; their role as leaders of change in schools and communities; and, finally, their activism in society. Although many believe that we are living in a climate where the term "whole language" is considered taboo, the contributors to this book demonstrate hopefulness for the future of whole language: as Yetta and Ken Goodman write in the concluding chapter, "whole language is alive and well."
List of contents
Contents: Monica Taylor: Whole Language Teaching Is Wholehearted Activism - Debra Goodman: The Whole Language Movement in Detroit: A Teacher's Story: Part One - Debra Goodman: The Whole Language Movement in Detroit: A Teacher's Story: Part Two - Carole F. Stice/Nancy P. Bertrand/Maryann Manning: A Brief History of Whole Language and the Winter Workshops: From Miscue Analysis to Liberatory Pedagogy - Monica Taylor/Gennifer Otinsky: Whole Language Nurtures Social Justice Inquiry - M. Tamzin Sawyer: All I Remember Is That It Was Fun - Lian-Ju Lee/Wen-Yun Lin: Whole Language in Taiwan - Denny Taylor: The Politics and Passion of How Johnny Should Read - Yetta and Ken Goodman: Whole Language: Alive and Well.
About the author
The Editor: Monica Taylor is Associate Professor in the Department of Curriculum and Teaching at Montclair State University in Montclair, New Jersey. She received her B.A. in French and Italian from the University of Pennsylvania, her M.S.Ed. in language and literacy from the City College of New York, and her Ph.D. in language, literacy, and culture from the University of Arizona.
