Many teachers are continually refining their instructional practices to offer an integrated language arts approach that engages learners in a variety of opportunities to interact with literature and its linguistic components. As Sawyer and Sawyer (1993) suggest, integrative classroom approaches involve lengthy and varied discussion about literature, use readings that are meaningful to learners, and help students overtly examine their own processes of thinking about language.
Pershey, M. G. (1997). Teaching Pragmatic LanguageAwareness as an Integral Aspect of Reading and Language Arts Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 37 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol37/iss4/4