This paper presents key aspects of the whole language perspective; describes examples of whole language principles in practice in elementary, secondary, and adult ESOL programs; and reviews recent whole language research on second language development.

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This case study of a middle-aged Mexican migrant women trying to learn to read and write is not a success story; instead, it is a personal account of the tutor's discovery of some of the social and psychological factors that kept Petra illiterate.

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No abstract