1、Chapter 9 Whole Language 全语言法,Why whole language?,“If language isnt kept whole, it isnt language anymore” (Rigg 1991: 522). “What began as a holistic way to teach reading has become a movement for change, key aspects of which are respect for each student as a member of a culture and as a creator of
2、knowledge, and respect for each teacher as a professional” (Rigg 1991: 521). Rigg, P. 1991. Whole Language in TESOL J. TESOL Quarterly 25(3): 521-542.,What is whole language instruction?,Emphasis: learning to read and write naturally with focus on real communication and reading and writing for pleas
3、ure Approach Design Procedure,Approach,Theory of language: an interactional perspective: “Language use is always in a social context, and this applies to both oral and written language, to both L1 and L2 use” (Rigg 1991: 523).,Approach,Theory of language: psychologically as a vehicle for internal “i
4、nteraction”, for egocentric speech, for thinking: “We use language to think: In order to discover what we know, we sometimes write, perhaps talk to a friend, or mutter to ourselves silently” (Rigg 1991: 323).,Approach,Theory of learning: Humanistic approach authentic, personalized, self-directed, co
5、llaborative, pluralistic to focus learner attention and to motivate mastery Constructivist approach Knowledge is socially constructed. Learners create meaning, learn by doing and work collaboratively in mixed groups on common projects,Design,Objectives Syllabus Learning activities Teacher roles Lear
6、ner roles Role of materials,Objectives: What are the major principles underlying the design of Whole Language instruction? P.110,Teacher roles: A facilitator and an active participant Learner roles: Collaborator Evaluator Self-directed Selector,Syllabus: According to objectives, learner roles and te
7、acher roles, there is not a pre-designed syllabus, i.e. a preplanned lesson or script. Activities: Individual and small group reading and writing Ungraded dialogue journals Writing portfolios Writing conference Student-made books story writing,Role of materials: the use of real-world materials rathe
8、r than commercial texts: A piece of literature Newspapers Signs, handbills Storybooks Printed materials Student-produced materials, such as class sets of literature, both fictional and nonfictional,Procedure,Whole Language instruction reveals four classroom features: the use of literature the use of
9、 process writing encouragement of cooperative learning among students concern for students attitude What is unique of WH is that activities are organized around the use of literature as part of an overall philosophy of T & L that gives a new meaning and purpose to such activities. A demo on p.112,Su
10、mmary,Advantages: Focus on experiences and activities relevant to learners lives and needs Use authentic materials Used to facilitate the development of all aspects of L2 Disadvantages: Seeking native-language principles of ESL Anti-direct teaching, anti-skills, and anti-materials Promoting fluency at the expense of accuracy Being useful particularly for younger learners in ESL environments,
