Abstract

The purpose of this study was to: reveal through a Derridian deconstructive interpretation ideologies of meaning embedded in the operations of language within the Whole Language discourse; and demonstrate how Derridian deconstruction can be used to inform education theory and practice. ;To accomplish this deconstruction, the Whole Language discourse was captured and characterized through three areas of focus which include: What language is, How language is learned, and How language is taught. Within each area of focus, notions which support the philosophy of the discourse while problematic to its legitimacy are identified and deconstructed. ;As regards What language is, the implications of linguistics and the notion whole as well as a semiological, a priori notion of natural language are deconstructed. Notions deconstructed within the discourse within How language is learned include: naming theory and theorist to legitimate Whole Language, implications related to Vygotsky's zone of proximal development, Learning as constructed knowledge defined through the notion, constructivism. For purposes of deconstruction, notions embedded in the How language is taught discourse are explored involving: pragmatic education, professional decision making, and Whole Language as a liberating pedagogy. ;In particular for discourse analysis, Derrida's notions regarding operations of language through which ideologies of meaning reveal embedded ideologies of meaning. Such analysis suggests an alternative perspective from which to examine the content of discourse and its implications as policy. This Derridian deconstructive interpretation demonstrates the problematics within meaning making of selected aspects of discourse which are not consistent with the tenets of Whole Language. While a Derridian deconstruction does not prescribe solutions to the problematics demonstrated, it does provide an opportunity to reflect on discourse to an end as would be determined by the reader