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Whole Language Approach
Transcript of Whole Language Approach
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)
Claudia Albuccó and María Soledad Espinoza
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.
Learning as a social process.
Learning process is based
Zone of Proximal
“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
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)
Louisa C. Moats
"Whole Language Lives On"
“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.
Can choose material
Can evaluate their performance
Both teacher and learner are...
"What does the term Whole Language mean?"
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
“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)
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
Good reading comprehension
Easy development of L2
Authentic reading experience
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)
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
Cluster of desks
Teacher introduces the lesson
Presentation of new vocabulary
Teacher reads the book aloud
Book's content is discussed
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
Errors are the sign of learning
Use of authentic literature
Material of learner’s interest and level