This paper describes the whole language approach to literacy education in the context of teaching adults. Information is drawn from literature and from interviews with teachers and literacy students. Topics covered include the following: whole language--a framework, learning language, learning through language, learning about language, what people said, people learning together, and learning how to be a whole language educator. Challenges for the whole language method are suggested. Three appendixes contain: (1) a discussion of providing adult literacy education in Canada; (2) acknowledgement of people quoted in the paper; and (3) views about reading and writing. A 16-item bibliography is provided. The French version of the paper is also included. (KC)