Whole language ( major MAED- english) -Torreres

English

1. WHOLE LANGUAGE
• The Whole Language Approach is an approach to
language teaching and learning that emphasizes the
importance of meaning and the context in language use.
• It is based on the idea that language learning is best
achieved through meaningful communication and
authentic language use, rather than through isolated drills
and exercises.
• TheWholeLanguageApproachemphasizesthe
integrationofthefourlanguageskills(listening,speaking,
reading,andwriting)naturallyandholistically.

2. WHOLE LANGUAGE
•Itviewslanguageasadynamicandevolvingsystem
thatisshapedbysocialandculturalcontexts.
•TheWholeLanguageApproachstronglyemphasizes
theuseofliteratureandauthentictexts,including
childrensliterature,poetry,andreal-worldmaterials.
• It encourages learners to engage with language in
authentic and meaningful ways, such as through
discussion, debate, and reflection.

3. WHOLE LANGUAGE
"If language isn't kept whole, it isn't
language anymore" (Rigg 1991:522)
• The Whole Language Approach emphasizes the use
of literature, real-world materials, and other
authentic resources to support language learning,
and encourages learners to engage with language in
authentic and meaningful ways. Despite criticisms,
the Whole Language Approach remains a popular
teaching philosophy in many parts of the world,
particularly in primary education.

4. WHOLE LANGUAGE
• in language teaching, shares a philosophical and
instructional perspective with communicative
language teaching since it emphasizes the
importance of meaning and meaning-making in
teaching and learning.
• Each whole language teacher implements the
theories of the whole language as he interprets
them and according to the kinds of glasses and
learners, he is teaching.

5. APPROACH + ♦
Theory of language and of learning "Language use
is always in a social context, and this applies to
both oral and written language, to both first and
second language use" (Rigg 1991:
523)
"A whole language perspective requires
authentic, real situation in which one
truly needs to apologize to another" (Rigg
1991:
524)

6. APPROACH: mom OFLANGUAGEANPLEARNING
•Fromaninteractionalperspective(socialperspective)
•Viewslanguageasavehicleforhumancommunication
• There is an interactional relationship between readers and
writers
• Language use is always in a social context both in oral and in
written language
• Emphasis is on
•authenticity
•engagementwiththeauthorsofwrittentexts
•conversation.

7. • From a psycholinguistic view (internal interaction) •
Language is used for thinking: in order to discover what we
know, we sometimes write, or talk to a friend or mutter to
ourselves silently
• Functional model is mostly used:
Language is always seen as something that is used
for meaningful purpose and to carry out authentic
functions.

8. DESIGN PRINCIPLES ♦+
+
• The Whole Language Approach emphasizes
reading real texts that are of high interest and
particularly focus on literature.
• Writing is viewed as a process through which
learners explore and discover meanings.
• The approach is centered on the learner, with
students given a choice over what they read and
write, which gives them power and understanding
of their world.

9. DESIGN PRINCIPLES
• The approach encourages risk-taking and
exploration and accepts errors as signs of learning
rather than failure.
•TheWholeLanguageApproachvaluestheuse
ofauthenticmaterialsandactivitiesthatare
connectedtothelearners'experiencesand
interests.
• Teachers play afacilitative role in the learning
process, supporting learners as they explore and
discover meanings and make sense of the language
they encounter.
• Assessment in the Whole Language Approach
focuses on the process of learning and includes
self-assessment and peer assessment, as well as
more traditional forms of assessment such as

10. TEACH ER AS FACILITATOR
LEARNER AS COLLABORATOR

11. TEACHERROLE
•Facilitator/Coach
•Activeparticipantinthelearningcommunity
•Teachesstudentsandnotsubjectmatter
•Looksforoccurrenceofteachablemomentsrathethan
followingapre-plannedlessonplan
• Creates a climate that supports collaborative learning
•Negotiatestheplanofworkwiththelearners

12. LEARNER'SROLE
• Collaborator: collaborates with fellow students, with
the teacher, with writers of texts
• Evaluator: evaluates their own and others' learning
with the help of the teacher
• Self-directed: his/her own learning experiences are
used as resources for learning
•Selectorofmaterialsandactivities

13. PROCEDURE
• According to Bergeron (1990), the Whole Language Approach
involves several procedures that support language learning
and development.
• Whole language research has analyzed 64 articles, and more
than 50% of them have shared features in common.
• Some of the common features of the Whole Language
Approach found in the research include the use of literature
and process writing to support language development.

14. PROCEPVRE
• The approach also emphasizes cooperative
learning among students, encouraging them to
work together to build their language skills.
• Another important aspect of the approach is
the focus on the student's attitude towards
language learning, promoting a positive attitude
towards language and creating a supportive
learning environment.
There are many different procedures of
Whole Language but the following are the
most common ones:
•Theuseofliterature
•Theuseofprocesswriting
• Encouragement of cooperative learning
among students
•Concernforstudentsattitude

15. 4CTMTIE5
Somecommonactivities
• Individualandsmallgroups
(readingandwriting)
•Writingportfolios
• Student-make books •Story writing

16. • Many activities in Whole Language are also common in
Communicative Language Teaching, Content-Based Teachinc
Task-Based Teaching
The main difference
• Focus of literature in Whole Language
• Use of literature might be familiar to most language teache
but in Whole Language such activities are an overall philosop of
teaching and learning which gives a new meaning and
purpose to such activities; not incidental use of such activities
based on the topic of the lesson or an item in the syllabus

17. The Whole Language is not a teaching
method but an approach to learning that
sees language as the whole entity.
• Advantages of WL Focuses on
experiences and activities that are
relevant to learners' lives and needs •
Uses authentic materials • Can be used to
facilitate the development of all aspects
of a second language

18. criticism
• Rejection of the whole ESL approach in language teaching
•Seenasapplyingnative-languageprinciplestoESL
• WL is seen as anti-direct teaching, anti-skills, and
antimaterials: the assumption is that authentic texts are sufficient
to support second language learning and that skill development
will follow without special attention.

20. WORD WEBWONDER
Materials needed
Large sheets of paper or poster board Markers or colored pens
Sticky notes
Alistofcomplex,grade-appropriatewordsorphrasesrelatedtoa
specifictopicortheme(e.g.,environment,politics,literature,
etc.)

21. Instructions:
•Dividetheclassintogroupsof4-5studentseach.
•Giveeachgroupalargesheetofpaperorposterboardandsome
mmarkers.Assignawordorphrasefromthelisttoeachgroup.
• Explainthateachgroupwillcreatea"WordWeb"fortheir
assignedwordorphrase.Thiswebwillcontainrelatedwords,
phrases,andideasthatareconnectedtotheassignedwordor
phrase.
•Giveeachgroup10-15minutestobrainstormandwriteasmany
relatedwords,phrases,andideasastheycanontheirWordWeb,
connectingeachitemwithlinestoshowrelationships.
•Afterthetimeisup,instructthegroupstopresenttheirWord
Webtotheclass,explainingtheconnectionsbetweentheir
assignedwordorphraseandtherelateditemstheyincluded.
Encourageotherstudentstoaskquestionsandengagein
discussion.