MARTIN LOZANO MEJIAANDRES PULIDOGUILLERMO GOMEZlThe Whole Language Approach
BackgroundThe whole language method of teaching children to read began toemerge in the 1970s. It became a very popular method of teachingreading in the 1980s and the 1990s. The approach argues that language should be taught as a“whole”.Emphasis on learning to read and write naturally.Focus on real communication.Reading and writing for pleasure.Relates to natural approaches to language learningWhole Language – approach, method, philosophy or belief?
Teaching PrinciplesIn the whole language approach reading should not betaught, but rather acquired through trial and error. Theteacher facilitates the learning process, but provides littledirect instruction.Children are encouraged to guess unfamiliar words usingpicture or context clues.Children are also encouraged to use invented spelling towrite their own stories.
The learning TheoryHumanistic ConstructivistAuthenticPersonalizedSelf-directedCollaborativeKnowledge is sociallyconstructed, rather thanreceived or discovered.Create meaningLearn by doingWork collaboratively
The learning TheoryTeachersInstead of transmitting knowledge, the teacher workswith the student to create knowledge andunderstanding.Does not focus on “covering the curriculum”Focus on students’:NeedsExperiencesInterestsAspirations
Principles underlying the Design of WL:Use of authentic literatureFocus on real and natural eventsReading of real texts of high interestWriting for a real audienceWriting as a process through which learners exploreand discover meaning
CONTRAST OF TEACHER’S AND LEARNER’SROLEThe Teacher The LearnerFacilitatorLooks for occurrence ofteachable momentsCreates a climate thatsupports collaborativelearning.NegotiatorIs a collaboratorEvaluatorSelf-directedSelector of materials andactivities
Design: Objectives, syllabus, learning activities,roles of learners, teachers and materialsThe MaterialReal World Vs. Commercial TextsNewspapersSignsStorybooksHandbillsRWorkplace handoutsStudent produced material
PROCEDURE AND ACTIVITYThe Procedure ActivitiesThe use of literatureThe use of process writingEncouragement ofcooperative learningamong studentsConcern for students’attitudeIndividual and small groupreading and writingRole-playWriting portfoliosStudent-made booksStory writing
LA LECTOESCRITURAEs unPROCESO INTEGRALToma en cuantaEl contexto en el cual se desenvuelve el lectoescritorPara proporcionarUn aprendizaje significativoComprensión lectoescrituraA través deA través deETAPASNIVELESAntes de la lectura/escrituraDurante la lectura/escrituraDespués de la lecturaescrituraLiteralInferencialCritico
Método de lenguaje integralSe fundamenta enEl aprendizajeLenguajeEnseñanzaCurrículo El aprendizajeEnseñanzaDe lecturaPrincipiosA partir deSe centra enGlobalidad comunicativaConocimientos previosExperiencia enriquecedora
Referenceshttp://my.execpc.com/~presswis/phonics.html*Approaches and methods in language teaching(Jack C. RICHARDS and Theodore S. RODGERS)*Techniques and principles in language teaching(Dianne Larsen-Freeman)http://www.answers.com/topic/whole-languagehttp://www.avko.org/Essays/whole_language.htm