WHOLE LANGUAGE
· It was created in 1980s. by a group of American educators.
· How reading and writing are taught in L1 gave sight for L2 learning (the most basic information).
· Widespread approach in reading and writing is decoding approach; a focus on teaching the separate components of language such as grammar, vocabulary and word cognition, and in particular the teaching of phonics.
· Phonics is based on the theory that reading involves identifying letters and turning them into sounds.
v “The Whole Language” believes that language should be taught as a “whole”.
v If language isn’t kept whole, it isn’t language anymore.
· The whole language approach emphasizes learning to read and write naturally with a focus on a real communication, and reading and writing for pleasure.
· Used in teaching the primary school children and extended to the teaching of second and middle level, and to the teaching of ESL.
Approach and Method?
Ø It is an approach. The survey confirms that it is an approach.
Ø It is also related to CALL and natural approaches.
Ø Tries to teach L2 in the same way L1 is taught.
Theory of Language and of Learning
Ø It has an “interactional perspective”.
Ø Language is a vehicle for human communication and in which there is an interactional relationship between readers and writers.
Ø Languge use is always in a social context, and this applies to both first and second language use.
Heavy emphasis on “authenticity” – real situational texts
· Language is also for communication.
· The learning theory is humanistic and constructivist schools.
· WL is authentic, personalized, self-directed, collaborative, and pluralistic (including many different types of people with different beliefs, opinions and needs).
· Constructivist learners create meaning learn by doing and work collaboratively in mixed groups on common projects.
· Instead of covering the curriculum, learning focuses on the learners’ needs, experience, interests, and aspirations (something they hope to achieve).
Design, Objectives, Syllabus, Learning Activities
1. The use of authentic literature rather than artificial specially prepared texts.
2. Focus on real and natural events rather than on specially written stories that do not relate to the students’ experience.
3. Reading of real texts of high interest, particularly literature.
4. Reading for the sake of comprehension and for a real purpose.
5. Writing for a real audience and not simply to practice writing skills.
6. Writing as a process through which learners explore and discover meaning.
7. The use of student produced texts rather than teacher or other generated texts.
8. Integration of reading, writing and other skills.
9. Student centred learning.
10. Reading and writing in partnership with other learners.
11.Encouragement of risk taking and exploration and the acceptance of errors as signs of learning rather than failure.
Role of Teachers
· Teacher is a facilitator and active participant in the learning community rather than an expert seen as the source of knowledge.
· Teacher looks for occurrence of teachable moments rather than following the course plan.
Role of Learners
· Learners are collaborators (with students, teachers and with writers of text).
· Learners are evaluators (themselves and others)
· Learners are self-directed; his experiences serve as resource.
· Learners are selectors of learning materials and activities.
Materials
· Real world materials rather than commercial texts.
· Newspapers, signs, handbills, storybooks, and printed materials.
Procedure
· Activities often used in Whole Language instruction are:
1. individual and small group reading and writing
2. un-graded dialogue journals
3. writing portfolios
4. writing conferences
5. student-made books
6. story writing
· Many of these activities are also known in other instructional approaches, such as Communicative Language Teaching, Content-based Teaching, and Task-based Language Teaching.
· What differs in WL teaching is not the incidental use of such activities based on the topic of the lesson or an item in the syllabus, but their use as part of an overall philosophy of teaching and learning that gives a new meaning and purpose to such activities.
· The only feature of WL is the focus on literature although this has obviously been of concern to other writers on ELT methodology.
Conclusion
· Advantages:
1. It focuses on experiences and activities that are relevant to learners’ lives and needs.
2. It uses authentic materials.
3. It can be used to facilitate the development of all aspects of a second language.
· Criticism
1. It applies first language principles to ESL.
2. It is anti-direct teaching.
3. Anti-skills
4. Anti-materials
It promotes fluency at the expense of accuracy.
