Whole Language Cherishing Learners and Their Language Clinical Forum
Clinical Forum  |   October 01, 1990
Whole Language
 
Author Affiliations & Notes
  • Dorothy F. King, Ed.D.
    Diné Nation, Chinle, Chinle, AZ
  • Kenneth S. Goodman
    University of Arizona, Tucson, AZ
  • Requests for reprints may be sent to Dorothy F. King, Ed.D., Box 356, Chinle, AZ 86503.
Article Information
Development / Cultural & Linguistic Diversity / School-Based Settings / Attention, Memory & Executive Functions / Clinical Forum: Whole Language and the Speech-Language Pathologist
Clinical Forum   |   October 01, 1990
Whole Language
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 221-227. doi:10.1044/0161-1461.2104.221
History: Received September 28, 1989 , Accepted February 22, 1990
 
Language, Speech, and Hearing Services in Schools, October 1990, Vol. 21, 221-227. doi:10.1044/0161-1461.2104.221
History: Received September 28, 1989; Accepted February 22, 1990

Speech-language pathologists are becoming increasingly involved in issues of bilingual education, other language and dialect learning, and other facets of learning for non-standard English speakers. Whole language provides a context for involvement in these areas that is uniquely suited for conducting communicatively based assessments and interventions, and for fostering an attitude of acceptance and advocacy. This article describes whole language as it is applied to children with cultural and linguistic differences and provides guidelines for enabling the speech-language pathologist to assume a role of active involvement.

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