The whole language approach to literacy, which has been highly promoted in the Albuquerque (New Mexico) public schools, is based on recent psycholinguistic research on the reading process, and it views learning to read as a developmental process moving from the whole to the parts. It is done in an encouraging, positive environment that is as risk-free as possible, where children are asked to use their background and experience and be active partners in the process. Many similarities exist between the whole language approach and the teaching of English as a second language (ESL), where the four language skills are taught as an integrated whole. In both, the teacher's role includes facilitating and modeling language use and creating an environment where it is almost impossible not to learn. An elementary school ESL program has incorporated the whole language approach into a variety of ESL activities, including: the morning message on the board that can contain almost anything and serves as a vehicle for reacting, discussion, and other group activities; squiggle writing, in which students are given written squiggles from which they develop a picture and story; and use of resource materials for students to do research on a given topic that is also incorporated into other class activities. The techniques have proven successful and may suit some instructional styles and situations. (MSE)