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Whole Language Approach

Methodology I
by

Claudia Nicole

on 28 September 2013

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Transcript of Whole Language Approach

Whole Language Approach
Contributions
Whole Language is a constructivist learning theory.
LANGUAGE IS A WHOLE ENTITY AND IT CANNOT BE SEPARATED INTO ITS COMPOUNDS TO BE TAUGHT
Language organization is seen from an interactional perspective.
“Language is always seen as something that is used for meaningful purposes and to carry out authentic functions.”
(Richards & Rodgers.2001:109)
Conclusion
Claudia Albuccó and María Soledad Espinoza
Background
Created by educators worried about “the teaching of language arts, that is, reading and writing in the native language.” (Richards & Rodgers.2001:108)
Whole language was promoted as an innovating theory.
Jean Piaget
(1896-1980)
John Dewey
(1859-1952)
Lev Vygotski
(1896-1934)
Learning as a social process.
Learning process is based
on experiences.
Zone of Proximal
Development.
WHOLE
LANGUAGE
“Language is learned best when the whole is taught first and the parts are understood later.” (Schwarzer & Luke.2001:5)
Theory of Language
Whole language has an interactional relationship between readers and writers.
Theory of Learning
HUMANISM
CONSTRUCTIVISM
Manner of work
To built meaning by sharing
experiences within a group
The teacher is only a guide who collaborates in the learning process “focuses on the learners’ experience, needs, interests, and aspirations.” (Richards & Rodgers.2001:110)
Design
Teacher's Role
Louisa C. Moats
Author of
"Whole Language Lives On"
(2000)
“The skilled whole-language teacher is a coach, model, and guide.” (Moats.2000:4)
Creator of a good environment.
Get involve within his/her group of students.
Has an active participation.
Learner's Role
Can choose material
Work collaboratively
Can evaluate their performance
Both teacher and learner are...
CO-LEARNERS
TEACHER
STUDENT
Procedure (Methodology)
Bette Bergeron
Author of
"What does the term Whole Language mean?"
(1990)
The use of literature
The use of process of writing
Encouragement of cooperative learning among students
Concern for students’ attitude

Individual and small group reading and writing
Ungraded dialogue journals
Writing portfolios
Writing conferences
Student-made books
Story writing

Activities
“Whole Language teaching is not the incidental use of such activities based on the topic of the lesson or an item in the syllabus but their use as part of an overall philosophy of teaching and learning that gives a new meaning and purpose to such activities” (Richards & Rodgers.2001:111)
Bibliography
 Richards,C & Rodgers,T.(2001).Approaches and Methods in Language Teaching.United States of America:Cambridge University Press

 LeDoux,A.(2007).Investigating the Implementation of Whole Language: Strenghts and Weaknesses.United States of America: San Rafael,CA

 Moats,L. (2000).Whole Language Lives On: The Illusion of “Balanced” Reading Instruction.Washington,D.C.:Thomas B. Fordham Foundation

 Schwarzer,D & Luke,C.(2001).Inquiry Cycles in a Whole Language Foreign Language Class: Some Theoretical and Practical Insights.Texas:University of Texas Press

Advantages
Fluency
Good reading comprehension
Easy development of L2
Valuable skills
Authentic reading experience
Disadvantages
It cannot work by itself
Learners can select inappropriate material
Proposals are contradictory

Louisa Moats suggested that...

“Only some of the most recently invented writing systems represent individual speech sounds.” (Moats.2000:7)
Writing skill
Reading skill
ability to recognize sounds
phonemic awareness and phonic skill
Whole Language should be improved
Phonics must be integrated
Chilean education should put on practice this approach

Classroom set up
It is not arranged
Learning centers and clusters of desks
It has a corner library
Word wall
Library
Word wall
Cluster of desks
Class
Teacher introduces the lesson
Presentation of new vocabulary
Teacher reads the book aloud
Book's content is discussed
Writing activity
Syllabus: Objectives, teaching and learning activities
Use of authentic literature
Focus on real life
Reading and writing for real purposes
Use of texts that were produced by students
Integration of different skills
Student-centered learning
Group work
Errors are the sign of learning
Material's Role
Use of authentic literature
Material of learner’s interest and level
Full transcript