Whole-language

Chapter9WholeLanguagecontent1.background2.theoryoflanguageandlearning3.design4.procedurebackgroundwelcometousethesePowerPointtemplates,NewContentdesign,10yearsexperience1.thetermwholelanguagewascreatedinthe1980sbyagroupofU.S.educatorsconcernedwiththeteachingoflanguagearts,thatis,readingandwritinginthenativelanguage.2.TheWholeLanguagemovementisstronglyopposedtothedecodingapproachtoteachreadingandwritingandarguesthatlanguageshouldbetaughtasawhole.3.Itisatheoryoflanguageinstructionthatwasdevelopedtohelpyoungchildrenlearntoread,andhasalsobeenextendedtomiddleandsecondarylevelsandtotheteachingofESL.4.Itemphasizeslearningtoreadandwritenaturallywithafocusonrealcommunicationandreadingandwritingforpleasure.5.InlanguageteachinginsharesaphilosophicalandinstructionalperspectivewithCommunicativeLanguageTeachingsinceitemphasizestheimportanceofmeaningandmakinginteachingandlearning.6.Italsorelatestonaturalapproachestolanguagelearningsinceitisdesignedtohelpchildrenandadultslearnaseccondlanguageinthesamewaythatchildrenlearntheirfirstlanguage.7.Weseeitasanapproachbaesdonkeyprinciplesaboutlanguage(languageasawhole)andlearning(writing,reading,listeningandspeakingshouldbeintegratedinlearning).Theoryoflanguageandlearning•1.Wholelanguageviewslanguageorganizationfromwhatwehaveearliercalledaninteractionalperspective,whichismostobvilouslyasocialonethatviewlanguageasavehicleforhumancommunicationandinwhichthereisaninteractionalrelationshipbetweenreadersandwriters.•2.Wholelanguagealsoviewslanguagepsycholinguisticalllyasavehicleforinternalinteraction,foregocentricspeech,forthinking.AfunctionalmodeloflanguageisalsoreferredtoinmanyarticlesonWholeLanguage.languageisalwaysseenassomethingthatisusedformeaningfulpurposesandtocarryoutauthenticfunctions.3.ThelearningtheoryundelyingtheWholeLanguageisinthehumanisticandcontructivistschools.WholeLanguageissaidtobeauthentic,personalized,self-directed,collaborative,pluralistic.Constructivistlearningtheoryholdsthatknowledgeissociallyconstructed,ratherthanreceivedordiscovered.Thus,constructivistlearnerscreatmeaninglearnbydoingandworkcollaborativelyinmixedgroupsoncommonprojects.designSomemajorprinciplesunderlyingthedesignofWholeLanguageinstruction:1.theuseofauthenticliteratureratherthanartificial,speciallypreparedtaxtsandexercisesdesignedtopractiseindividualreadingskills.2.thereadingofrealtextsofhighinterest,particularliterature.3.readingforthesakeofcomprehensionandforarealpurpose.4.theuseofstudent-producedtextsratherthanteacher-generatedorother-generatedtexts.5.integrationofreading,writingandotherskills.6.readingandwritinginpartnershipwithotherlearners.7.tonamejustafewTheroleofteacher2.Theteachercreatesaclimatethatwillsupportcollaborativelearning.3.Theteacherhastheresponsibilityofnegotiatingaplanofworkwiththelearners.4.Thelearnerisacollaborator,collaboratingwithfellowstudents,withtheteacher,andwithwritersoftexts.5.Studentsarealsoevaluatorsoftheirownandothers'learning,withthehelpoftheteacher.6.Studentsarealsotheselectorsoflearningmaterialsandactivities.7.WholeLabguageinstructionadvocatestheiseofreal-worldmaterialsratherthanthecommercialtexts.1.Theteacherisseenasafacilitatorandanactiveparticipantinthelearningcommunityratherthananexpertpassingontheknowledge.procedure2311.theuseofliterature2.theuseofprocesswriting3.encouragementofcooperativelearingamongstudents.4.concernforstudents'attitudeBergeron(1990)foundonlyfourclassroomfeaturesmentionedinmorethan50percentofthearticlesontheWholeLanguage.Theseinclude:ActivitiesthatareoftenusedinWholeLanguageinstructionare:1.individualandsmallgroupreadingandwriting2.ungradeddialoguejouranls3.writingportfolios4.writingconferences5.student-madebools6.story-tellingManyoftheseactivitiesarealsocommoninotherinstructionalapproaches,suchasCLT,CBTandTBLT.PerhapstheonlyfeaturesofWholeLanguagethatdoesnotappearcentrallyindiscussionofcommunicativeapproachstolanguageteachingisthefocusonliterature,althoughthishasobviouslybeenofconcertotheotherwritersonELTmethodology.whatdiffersinWholeLanguageteachingisnottheincidentaluseofsuchactivitiesbasedonthetopicofthelessoninthesyllabusbuttheiruseaspartofanoverallphilosophyofteachingandlearningthatgivesanewmeaningandpurposetosuchactivities.Conclusion1.TheWholeLanguagemovementisnotateachingmethodbutanapproachtolearningthatseeslanguageasawholeentity.Advantages:1.Itfocusesontheexperiencesandactivitiesthatarerelevanttolearners'livesandneeds.2.Itusesauthenticmaterials3.Itcanbeusedtofacilitatethedevelopmentofallaspectsofasecondlanguage.Disadvantages:1.ItisseenasarejectionofthewholeESLapproachinlanguageteachingandonethatseekstoapplynative-languageprinciplestoESL.2.manylanguageteachersarguedthatWholeLanguagepromotesfluencyattheexpenseofaccuracy.Thankyou!