DİDEM YAPICI-SİNAN YEŞİLOĞLU Mersin University eltoria@mynet.com-syesil5@gmail.com

1. WHOLE LANGUAGE DİDEM YAPICI-SİNAN YEŞİLOĞLU Mersin University eltoria@mynet.com-syesil5@gmail.com Introduction Whole Language is an approach that the teaching of reading and writing has focused on a “decoding” approach to language. It means focusing on teaching the separate components of language such as grammar, vocabulary, word recognition and teaching of phonics.The Whole Language was created in the 1980’s by a group of U.S. Educators. It was found by Bergeron. The Whole Language movement argues that language should be taught as a “whole”. • Classroom Features • Bergeron found only four classroom features; • The use of literature and process writing. • Encouragement of cooperative learning among students. • Concern for students’ attitude. • Theory of language & of learning • Whole Language views language as a vehicle for human communication. It also views psycholinguistically as vehicle for internal interaction, for egocentric speech, and for thinking. Constructivist Learners should create meaning learn by doing and work collaboratively in mixed groups on common projects. • Major principles of Whole Language • The use of authentic literature rather than artificial, specially prepared texts and exercises designed to practice individual reading skills. • A focus on real and natural events relate to students’ experiences. • The reading of real texts of high interest, particularly literature. • Reading for the sake of comprehension and for a real purpose. • Writing for a real audience and not simply to practice writing skills. • Writing as a process through which learners explore and discover meaning. • The use of student-produced texts. • Integration of reading, writing, and other skills. • Student-centered learning. • Reading and writing in partnership with other leaner. • Encouragement of risk taking and the acceptance of errors. • Roles of Teachers & Learners and Materials • The teachers are facilitators and active participants. They should not follow a pre-planned lesson plan. They should support collaborative learning and they should negotiate a plan of work with the learners. • The learners are collaborators, evaluators, they are self-directed and selectors of learning materials and activities. • Materials: • Using real-world materials. • Students should bring newspapers, signs, handbills, storybooks and printed materials to class. • Students should produce their own materials. • Activities in Whole Language • Individual and small group reading and writing. • Ungraded dialogue journals. • Writing portfolios. • Writing conferences. • Student-made books. • Story writing. Conclusion The Whole Language is not a method, it is an approach that sees language as a whole. There are advantages and disadvantages of whole language. It focuses on experiences and activities. It uses authentic materials and facilitates the development of all aspects of a second language. Proposals are seen as anti-direct teaching, anti-skills and anti-materials. Authentic texts might be insufficient to support second language learning. Aim The whole language aims to help young children to read and write naturally with a focus on a real communication and to do these skills for pleasure. • References • Approaches and Methods in Language Teaching/Jack C. Richards and Theodore S. Rodgers/Cambridge Language Teaching Library • http://www.kidsandreading.co.uk/images/11627.jpg • http://www.cobblestone.org/programs/academics/curriculum/assets/curriculum.jpg • http://www.hssforearlyeducation.com/images/three_year_oldclass.jpg