This paper discusses the origin and philosophy of the whole language movement, focusing on the learning theory, language attitudes, language acquisition, and reading processes employed by the approach. The roles of teachers, learners, parents, and student evaluation in the whole language approach are then examined. The paper then addresses how these philosophical and theoretical principles are practiced in the classroom through descriptions of whole language practice at Sunnyslope Elementary School in Phoenix, Arizona. The paper concludes that the whole language approach can be a highly effective technique for first- and second-language instruction. Its ultimate goal is to foster the self-recognition, self-growth, and self-development of individuals to the fullest extent. A 30-item annotated bibliography is included. (MDM)