Whole language

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Whole language is a term used by reading teachers to describe an instructional philosophy which focuses on reading as an activity best taught in a broader context of meaning. Rather than focusing on reading as a mechanical skill, it is taught as an ongoing part of every student's existing language and life experience. Building on language skills each student already possesses, reading and writing are seen as a part of a broader "whole language" spectrum.

Contents

1 Overview
2 References
3 External links
4 See also

Overview

The components of a whole language literacy program include:

literate classroom environment;
reading to and with students;
individualized instruction;
independent reading;
students as authors;
integrating literacy skills into curriculum across disciplines;
increased parent involvement.

Proponents of a more narrowly mechanical "phonics" method sometimes portray the term as in opposition to their technique. Most teachers who use the "whole language" pedagogy, however, include graphophonemic (letter and shape-based) cues such as phonics, as well as semantic (meaning-based) and syntatic (structural and context) cues to help readers make meaning from text. One would approach the text on a warning sign differently than that on a candy-bar wrapper or medicine-bottle, for example. Whole language teachers often emphasize reading skills within other subjects (such as history, math or science), for example, and emphasize the importance of language skills in writing as well as reading.

According to whole language philosophy, language should not be separated into component skills, but rather experienced as an integrated system of communication. While strategies for decoding texts are taught, they are taught not in isolation but within the context of reading actual texts. It is thought that this "whole-part-whole" method of teaching skills (in which a class reading of a story, poem, or other text is followed by a lesson based on letters, sounds and structures found in the text) is better able to hold students' interest than a "part-whole" method, in which a particular skill or structure is chosen arbitrarily for teaching or review.

Critics of whole language maintain that it is less effective than the traditional phonics-based approach. Proponents maintain that it does incorporate phonics. It has also been noted that non-alphabetic languages can only be taught "whole language", one pictogram or character at a time.

It has also been noted that although people really do read words on whole language principles, some believe that you first must learn how to read phonetically before naturally progressing to reading whole words and concepts rather than letters and sounds, which happens to almost all effective readers. Furthermore, even adult readers spell out unfamiliar words phonically in order to guess pronunciation. Such "word attack" skills are taught within whole-language skills, but a "guess-and-go" philosophy does not stop the entire reading process for one such obstacle for fear that it encourage "word-calling" where students pronounce a word correctly, but without appreciating its meaning.

References

Mills, H., O'Keefe, T., and Jennings, L.B. (2004). Looking closely, listening carefully: Learning literacy through inquiry. Urbana, Illinois: National Council of Teachers of English.

Owocki, G. and Goodman, Y. (2002). Kidwatching: Documenting children's literacy development. Portsmouth, NH: Heinemann.

Ray, K.W. and Cleaveland, L.B.(2004). About the authors: Writing workshops with our youngest writers. Portsmouth, NH: Heinemann.

Routman, R.(2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.

External links

[Whole Language in an Elementary School Library Media Center. ERIC Digest.]

Whole language

Overview

References

External links

See also