“全语言”概念兴起于上世纪70年代。作为两大语言教学流派(Whole Language和Phonics)之一的后起之秀,“全语言”教学法在北美以及英国、新西兰、澳大利亚等英语国家中已引起越来越多的教育工作者的重视。Goodman(1986)、Freeman and Freeman(1992)和Davenportand Watson(1993)对全语言做了不同的解释,但并未给出一个一成不变的定义。笔者对“全语言”的理解概括为四方面:其一,各个学 The concept of “whole language” rose in the 1970s. As a rising star of Whole Language and Phonics, more and more educators have been paying attention to North American and other English-speaking countries such as Britain, New Zealand and Australia. Goodman (1986), Freeman and Freeman (1992) and Davenport and Watson (1993) interpret the whole language differently, but do not give an unambiguous definition. The author of “full language ” understanding is summarized in four areas: First, all learning