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Use of real world materials rather than commercial texts.
Students are selectors of learning materials.
Ability to select activities, materials, and conversational partners, the Ss cannot use language for their own purpose.
Schools make use of class sets of literature, both fictional and nonfictional.
Integration of reading, writing, and other skills (listening and speaking).
The use of authentic literature rather than “artificial.”
A focus on real and natural events rather than on specially designed written stories which do not relate to the students’ experience.
Reading is conducted for the purpose of comprehension.
Use of student-produced texts rather than teacher generated or other-generated texts (esp. in ESL classes).
-Focus on learning the complete meaning of a word
-Focus on making meaning in reading and expressing meaning in writing
-Emphasis on high-quality and culturally diverse literature
Objectives
syllabus
Whole language views language organization from an interactional perspective. . In this perspective, language functions as a vehicle for human communication.
Language use is always in a social context. A whole language perspective requires an authentic “real” situation.
Whole Language also views language as a vehicle for internal “interaction,” for egocentric speech, for thinking
Language is always seen as something that is used for meaningful purposes and to carry out authentic-functions.
learning activities
materials
roles of
teachers
The learning theory underlying Whole Language is in the humanistic and constructivist schools.
Whole Language is said to be authentic, personalized, self-directed, collaborative and pluralist.
Constructivist learning theory holds that knowledge is socially constructed, rather that received or discovered.
Constructivist learners “create meaning”, “learn by doing”. Teachers collaborate with them to create knowledge and understanding in their mutual social context.
roles of
learners
Whole language is not a structured teaching method and therefore does not lend itself to the development of programmes easy for parents to follow at home.
Most good programmes which could be followed at home advocate teaching both whole language and phonics in a combined, balanced approach, for example:
Advantages:
• They have better understanding of what they are reading, and a more interesting and creative approach to reading
• There are no lists of sounds or rules to be learnt
Disadvantages:
• Students who are taught using a pure whole language without a phonics component have difficult time learning how to spell
• Students misinterpreting words
• children with limited ability to memorize a sequence of words
facilator
support collaborative learning
has responsability
individual and small group
reading and writing
role-play
writing portfolios
student-made books
story writing
In 1967, Ken Goodman had an idea about reading,which he considered similar to Chomskys, and he wrote a widely-cited article calling reading a"psycholinguistic guessing game".
The Whole Language movement is not a teaching method but an approach to learning
that sees language as a whole entity.
Each language teacher is free to implement the approach according to the needs of particular students and classes.
Whole Language promotes fluency at the expense of accuracy.
1980, US educators concerned with the teaching of language arts: reading and writing in the native language (teaching of literacy)
language should be taught as a “whole”.
It is a theory of language instruction that helped young children to read and taught middle and secondary levels ESL.
It emphasizes learning to read and write with focus on real communication and reading and writing for pleasure
It shares a philosophical and instructional perspective with Communicative Language Teaching, (CLT) since it emphasizes on the importance of meaning and meaning making in teaching and learning