WHOLE LANGUAGEWHOLE LANGUAGE

BACKGROUNDBACKGROUND The Whole Language was created in the The Whole Language was created in the

1980s by a group of U.S. Educators.1980s by a group of U.S. Educators. The Whole Language was found by The Whole Language was found by

BERGERON (1990). BERGERON (1990). The Whole Language movement argues The Whole Language movement argues

that language should be taught as a that language should be taught as a “whole”.“whole”.

The Whole Language aims to help young The Whole Language aims to help young children to read and write naturally with a children to read and write naturally with a focus on real communication, and to do focus on real communication, and to do these skills for pleasure.these skills for pleasure.

THEORY OF LANGUAGE AND THEORY OF LANGUAGE AND OF LEARNINGOF LEARNING

Whole Language views language as a vehicle Whole Language views language as a vehicle for human communication.for human communication.

Whole Language also views language Whole Language also views language psycholinguistically as a vehicle;psycholinguistically as a vehicle;

- for internal interaction- for internal interaction

- for egocentric speech- for egocentric speech

- for thinking- for thinking

Constructivist learners should create meaning, Constructivist learners should create meaning, learn by doing and work collaboratively in learn by doing and work collaboratively in mixed groups on common projects.mixed groups on common projects.

THE MAJOR PRINCIPLES of THE MAJOR PRINCIPLES of WHOLE LANGUAGEWHOLE LANGUAGE

The use of authentic literature rather than The use of authentic literature rather than artificial, specially prepared texts and exercises artificial, specially prepared texts and exercises designed to practice individual reading skills.designed to practice individual reading skills.

A focus on real and natural events relate to the A focus on real and natural events relate to the students’ experience.students’ experience.

The reading of real texts of high interest, The reading of real texts of high interest, paparrticularly literature.ticularly literature.

Reading for the sake of comprehension and for Reading for the sake of comprehension and for a real purpose.a real purpose.

Writing for a real audience and not simply to Writing for a real audience and not simply to practice writing skills.practice writing skills.

Writing as a process through which Writing as a process through which learners explore and discover meaning.learners explore and discover meaning.

The use of student-produced texts.The use of student-produced texts. Integration of reading, writing, and Integration of reading, writing, and

other skills.other skills. Student-centered learning.Student-centered learning. Reading and writing in partnership with Reading and writing in partnership with

other learner.other learner. Encouragement of risk taking and the Encouragement of risk taking and the

acceptance of errors.acceptance of errors.

THE ROLES of TEACHERSTHE ROLES of TEACHERS

The teachers ;The teachers ;

- are facilitators and active - are facilitators and active participantsparticipants

- should not follow a - should not follow a preplanned lesson planpreplanned lesson plan

- should support - should support collaborative learningcollaborative learning

- should negotiate a plan of - should negotiate a plan of work with the learners.work with the learners.

THE ROLES of LEARNERSTHE ROLES of LEARNERS

The learners are ;The learners are ;

- collaborators- collaborators - evaluators - evaluators

- self directed - self directed

- selectors of learning - selectors of learning materials and activities.materials and activities.

THE ROLES of MATERIALSTHE ROLES of MATERIALS

Using real-world materials ( e.g. a Using real-world materials ( e.g. a piece of literature ).piece of literature ).

Students ought to bring newspapers, Students ought to bring newspapers, signs, handbills, storybooks, and signs, handbills, storybooks, and printed materials to class. printed materials to class.

Students should produce their own Students should produce their own materials.materials.

CLASSROOM FEATURESCLASSROOM FEATURES

Bergeron found only four classroom Bergeron found only four classroom features; features;

- the use of literature- the use of literature

- the use of process writing- the use of process writing

- encouragement of cooperative - encouragement of cooperative learning among studentslearning among students

- concern for students’ attitude- concern for students’ attitude

ACTIVITIES in WHOLE ACTIVITIES in WHOLE LANGUAGELANGUAGE

- - Individual and small group reading Individual and small group reading and writing and writing

- Ungraded dialogue journals - Ungraded dialogue journals

- Writing portfolios- Writing portfolios

- Writing conferences - Writing conferences

- Student-made books- Student-made books

- Story writing- Story writing

PROS and CONS of WHOLE PROS and CONS of WHOLE LANGUAGELANGUAGE

PROSPROS- Focusing on Focusing on

experiences and experiences and activitiesactivities

- Using authentic Using authentic materialsmaterials

- Facilitating the Facilitating the development of all development of all aspects of a aspects of a second languagesecond language

CONSCONS- Proposals are seen Proposals are seen

as anti-direct as anti-direct teaching, anti-skills teaching, anti-skills and anti-materials and anti-materials

- Authentic texts Authentic texts might be might be insufficient to insufficient to support second support second language learning language learning

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