The holistic view has been in the glare of publicity in the recent, communicative period wtih distinct strands contributing to its upturn. First, it's gained prominence throigh the influence of a humanistically- oriented philosophy of schooling in which the development of the whole person is stresssed. This view emphasizes the total individual & his/her needs for using language as the basic aim to be met by the curriculum. Second, the unit of anlysis of language inself has come to be viewed by linguistic students & those in related disciplones not as a single sentence, but as longer spans of language or discourse. As widdowson (1978:22) explains: they must move away from only thinking about facts about single sentences or words (language usage) to thinking about how language works in a communicative sense (language use) this requires us to go beyond the sentence & to look at longer stretches of language.
A third influence which has brought holistic practices in to wide acceptance can be traced to the influence of mother-tongue intruction, or the language arts field typified by practices which foster language development in young children : reading aloud to children by adults ; learning middle activities ; language experience activities ; child-authored tales ; individual reading & re-telling ; simulating real-life through activities such as letter writing, making stationery, writing lists, taking messages, designing greeting cards, writing notes to friends, etc. These practices appear 'right' to teachers because they come closer to actual communication. However, they go againts specialists ideas of what is exact or exact becausse they fail to include discrete analyses of language.