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The whole-language-approach (1)

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  • Jezabel N. Muñoz Cortés 844-02-6127
  • Jezabel N. Muñoz Cortés 844-02-6127
  • Transcript

    • 1. MARTIN LOZANO MEJIAANDRES PULIDOGUILLERMO GOMEZlThe Whole Language Approach
    • 2. BackgroundThe 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 learningWhole Language – approach, method, philosophy or belief?
    • 3.  Teaching PrinciplesIn 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.
    • 4. The learning TheoryHumanistic ConstructivistAuthenticPersonalizedSelf-directedCollaborativeKnowledge is sociallyconstructed, rather thanreceived or discovered.Create meaningLearn by doingWork collaboratively
    • 5. The learning TheoryTeachersInstead of transmitting knowledge, the teacher workswith the student to create knowledge andunderstanding.Does not focus on “covering the curriculum”Focus on students’:NeedsExperiencesInterestsAspirations
    • 6. Principles underlying the Design of WL:Use of authentic literatureFocus on real and natural eventsReading of real texts of high interestWriting for a real audienceWriting as a process through which learners exploreand discover meaning
    • 7. CONTRAST OF TEACHER’S AND LEARNER’SROLEThe Teacher The LearnerFacilitatorLooks for occurrence ofteachable momentsCreates a climate thatsupports collaborativelearning.NegotiatorIs a collaboratorEvaluatorSelf-directedSelector of materials andactivities
    • 8. Design: Objectives, syllabus, learning activities,roles of learners, teachers and materialsThe MaterialReal World Vs. Commercial TextsNewspapersSignsStorybooksHandbillsRWorkplace handoutsStudent produced material
    • 9. PROCEDURE AND ACTIVITYThe Procedure ActivitiesThe use of literatureThe use of process writingEncouragement ofcooperative learningamong studentsConcern for students’attitudeIndividual and small groupreading and writingRole-playWriting portfoliosStudent-made booksStory writing
    • 10. 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
    • 11. Método de lenguaje integralSe fundamenta enEl aprendizajeLenguajeEnseñanzaCurrículo El aprendizajeEnseñanzaDe lecturaPrincipiosA partir deSe centra enGlobalidad comunicativaConocimientos previosExperiencia enriquecedora
    • 12. Referenceshttp://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-languagehttp://www.avko.org/Essays/whole_language.htm
    • 13. THANK YOU FORYOUR LİSTENİNG
    • 14. THE LITTLE CATThe little cat was in the garden.The cat was eating pizza.He played with a dog.The animal and his owner was in the park.The feline read a newspaper.
    • 15. QuestionsWhere was the little cat?a. In the gardenb.In the universityc. in a restaurantWhat was the little cat eating?a.Hot-dogb.Pizzac.Ice-cream
    • 16. QuestionsWho did the little cat play with?a. A dogb. A cowc. His ownerWhere were the litlle cat and his owner?a. in a parkb. In the hospitalc. In a disco
    • 17. QuestionsWhat did the cat read?a. a magazineb. A bookc. A newspaper