WHOLE LANGUAGE



Whole language is not a specific method. It is a philosophy of education that describes how we view language, literacy, teaching and learning. Its major assertion is that language is “whole”. 

Learning to read must also be connected to life experience, meaningful activities and the learner’s goals through discussion, peaking, listening, and writing.

  • Created in the 1980’s
  • Emphasis on learning to read and write naturally. 

WHOLE LANGUAGE APPROACH

Meaningful text: prediction, context cues, sight words, grammar, structural analysis, spelling, shapes, decoding and phonics.

WHOLE LANGUAGE MODEL

  • Whole: shared reading
  • Part: vocabulary, spelling, grammar
  • Whole: reading, speaking, writing using, vocabulary and target language structure
THE LEARNING THEORY
  • Humanistic: authentic, personalized, self- directed, collaborative, pluralistic.
  • Constructivist: create meaning, learn by doing a collaborative.
  • Teachers: instead of transmitting knowledge
  • Focus on students: needs, experiences, interest, experiences, and interests
  • Abilities and aspirations.

DESIGN: OBJETIVES, SYLLABUS, LEARNING ACTIVITIES, ROLES OF LEARNERS, TEACHERS AND MATERIALS.

Principles underlying the design of WL.
Use of authentic literature.
Focus on real and natural events
Reading of real texts of high interest and for a real purpose.
Writing as a process through which learners explore and discover meaning.
Integration of reading, writing and other skills.


Roles the teacher

Facilitator, create a climate that support collaborative learning, looks for occurrence of teachable moments and negotiator.

Roles the learner

Is a collaborator, evaluator, self-directed, selector of materials and activities.

The material

Real world vs. commercial text, newspaper, signs, storybooks, handbills, workplace handouts and student produced material.

MEMBERS

  • Navarro, Claire
  • Salvatierra, Fiorella
  • Mautino, Pilar
  • Quisuruco, Jenny

HF - ENGLISH - FRENCH - 2016

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