Whole language has to do with beliefs about language and learners that lead to beliefs about curriculum and instructional procedures. The term emerged as a label for the way language is thought to be learned: as a cohesive organization of systems working together as one--as a whole. The term whole language also refers to the learner as being whole--as sound and healthy, rather than flawed and in need of fixing. Whole language means that learners and teachers are at the center of curricular gravity; all materials and resources are used only if they are appropriate, authentic, and lead to student reflection and reflexivity. Invitations originate from the authentic life of the classroom and are issued by teachers, students, by appropriate and compelling resources and materials, and even from the acts of reading and writing themselves. Invitations to action that can lead to reflection and reflexivity come from students' abilities, interests and needs, and such invitations have to do with: listening and telling stories; reading real literature; writing with real intent; discussing and sharing with others; and solving difficult problems. Reflection involves the personal and systematic exploration of possibilities. Reflexivity involves independence, initiative, and creativity, and is characterized by restructure or extension of the present performance and the forging of new ideas or questions. When teachers serve as facilitators, give invitational demonstrations, and ask their students to do only those things that they are willing to do themselves, quality thinking and learning take place. (MG)