Whole language approach

Whole language:

This method was created in the 1980’s by a groups of U.S educators concerned with the teaching of language arts, that is, reading and writing in the native language. (Page. 108)

The whole language method emphasizes learning to read and write naturally with a focus on real communication and reading and writing for pleasure.

The major principles underlying the design of Whole Language instruction are as follows:

– The use of authentic literature rather than artificial, specially prepared

Texts and exercises designed to practice individual reading skills

– A focus on real and natural events rather than on specially written stories that do not relate to the students’ experience

– The reading of real texts of high interest, particularly literature

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

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

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

– The use of student-produced texts rather than teacher-generated or other-generated texts

– Integration of reading, writing, and other skills

– Student-centred learning: students have choice over what they read and write, giving them power and understanding of their world

– Reading and writing in partnership with other learners

– Encouragement of risk taking and exploration and the acceptance of errors as signs of learning rather than of failure.

Purpose: To learn applying the language in a real context.

Activities: Reading authentic texts, writing to a real audience, using texts produced by the students and always interact “writing”, “reading” and other skills.