“The whole language is not something you do; Whole language is something you believe in and something that guides your research, learning, and teaching” (I Do Whole Language Friday the 18th). The whole language or socio-psycholinguistic approach to teaching reading is not a program for teaching, but instead a set of beliefs. “The whole language is a philosophical stance” (I Do Whole Language Friday the 18th). This theory is a learner-centered approach from the perspective that learning occurs best when information is presented as a whole rather than divided into smaller components that lead to the creation of meaning. “Teaching English is not a fixed system, nor an exact science” (Foster 12). Students are expected to create and construct their own knowledge based on their encounters and experiences. There are conflicting ideologies about how a classroom should be run. These are the transmission model of behaviorist instruction and transactional instruction, which is what the entire language represents. The delivery model is what many of us are used to seeing in traditional classrooms where the teacher essentially reads a script written by a textbook company or someone else outside of the classroom. On the other side of the spectrum is whole language. This can be described as a “transactional model of teaching and learning, in which students actively interact with their teachers, their classmates, and their environment in order to create their curriculum” (I Do Whole Language on Fridays 18 ). This philosophy provides a possible bright future and a great change in our education system that we have become so familiar with. One of the best qualities of the entire language is that it “recognizes and embraces differences in students' abilities and I...... middle of paper ......ed, but not according to a rigid program created by the school. Because all students learn differently, they will all have their own personal goals. An outcome for a student might be completely different than that of their classmates, but if they reach that goal they continue to improve. A traditional classroom does not allow for this type of success, because there are only right and wrong answers (The Reading/Writing Workshop 39). The whole language approach to teaching is an emerging philosophy, despite having been around for years, that many are reluctant to try in their classrooms. If more teachers read the research and articles about the benefits of whole language, I think it would become the standard belief of teachers. Students can benefit greatly from a transactional classroom where they can create their own meaning through their own patterns and experiences.