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SYLLABUS

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.

Theory of language

OBJECTIVES IN WHOLE LANGUAGE

Principle

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

Design:

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

theory of learning

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

Examples oprogrammes

role of the student

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:

  • collaborator
  • evaluator
  • self-directed
  • selector

role of the teacher

ADVANTAGES AND DISANVANTAGES

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

Conclusion

Creators

LEARNING AND TEACHING ACTIVITIES

the procedure

activities

the use of literature

the use of process writing

encouragement of cooperative

learning among students

concern for students attitude

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.

Background

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

WHOLE LANGUAGE APPROACH

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