The whole language approach emphasizes meaning-making in teaching and learning. It aims to help students learn a second language naturally like a first language. The approach views language as a tool for human communication, where readers and writers interact authentically in real-world situations through social practices. Knowledge is seen as socially constructed rather than individually discovered. The teacher acts as a facilitator who collaborates with students to create knowledge based on their experiences, interests, and goals through flexible lessons and activities like group reading, writing workshops, and student-made books.

1. WHOLE LANGUAGE

3. How does it relate to other
theories and approaches?
 Emphasizes the importance of meaning and
meaning making in teaching and learning.
 Is designed to help children and adults learn a
second language in the same way that
children learn their first language.
 It is seen as an approach based on the
principle that it uses the4 main skills.

4. Approach: theory of language
and of learning.
 Language is a vehicle for human
communication in which there is a
relationship between readers and writers.
Real
Authenticity
situations
Social
practice

5.  It is authentic.
 Personalized
 Self-directed
 Collaborative
 Pluralistic
KNOWLEDGE IS SOCIALY CONSTRUCTED,
RATHER THAN RECEIVED OR DISCOVERED.
Teacher collaborates to create knowledge using
students’ experience, needs, interests, and
aspirations.

7. Teacher’s role:
 Facilitator and active participant in the
learning community.
 Looks for the occurrence of teachable
moments. (no preplanned lesson plan or
script)
 Negociates a plan of work with
 the learners.

8. Student’s role:
 Is a collaborator
 Evaluator
 His learning experiences are used as
resources for learning.
 Selectors of learning materials and activities.
(real world materials)

9. How would you use it?
Features:
 Literature
 Process of writing
 Encouragement of cooperative learning among ss.
 Concern for ss’ attitude.
Activities:
 Individual and small group reading and writing.
 Ungraded dialogue journals
 Writing portfolios
 Writing conferences
 Student-made books
 Story writing (not based on a topic)

10. Advantages:
 Activities are meaningful.
 Facilitates the development of all aspects of a
sencond language.

11. Critics:
 Anti-direct teaching
 Anti-skills
 Anti-materials.
(authentic text are
sufficient ot support
second
language teaching)

12. Any questions?
THANK YOU FOR YOUR ATTENTION