Whole Language in TESOL

Rigg, Pat

doi:10.2307/3586982

Cited by 56 publications

(25 citation statements)

References 10 publications

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“…Hoping that reading would develop from whole to part, as is the case with very young children learning to speak their first language, Ms. Weiss encouraged Mary to develop an appreciation for reading and to pick up as many words as she could. This view is based on many of the precepts of the whole language approach (Goodman, 1986;Rigg, 1991). Despite the fact that the teaching was personalized, it seemed more assessment than assistance because Ms. Weiss did not attempt to help Mary build reading skills or to assist her in understanding the story's macrostructure.…”

Section: Tutcrred Instruction: Picture Readingmentioning

confidence: 99%

Mary and Her Teachers: A Grebo‐Speaking Child's Place in the Mainstream Classroom

Platt

Troudi

1997

The Modern Language Journal

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The third-grade classroom experiences of Mary, a child from Liberia with a limited educational and English language background, are viewed in relation to the beliefs that her teacher held about language, acculturation, natural cognitive processes, and cooperative learning. In the case of teaching linguistic minority children in mainstream classrooms, it is argued that a set of powerful ideas from a sociocultural perspective may have more influence on teachers than those deriving from an input-output model. Such ideas rest on a view of the development of language and cognition in context, as opposed to a modular view of the development of linguistic structure.IN MANY SCHOOL DISTRICTS THROUGHout the U S , there is a decreasing number of linguistic minority students whose needs to learn English are being addressed in exclusively pull-out English as a second language (ESL) environments, as inclusion models are being implemented in many K-12 settings.' In Florida, for example, a 1990 lawsuit filed on behalf of linguistic minority community groups against the Florida Department of Education resulted in a Consent Decree mandating that all teachers serving limited English proficient (LEP) students should use English to speakers of other languages (ESOL) strategies to adapt content instruction for those students (LULAC vs. Florida Board of Education, 1990). Subsequently, a massive staff-development effort has been undertaken in the state, giving teachers 60 hours of ESOL strategy training, and inclusion models are, in many cases, replacing the ESL pullout model.* It is assumed, albeit wrongly in many cases (Harper, 1996), that regular teachers are now actually using these strategies for the LEP students in their programs and are ~ ~ The Modern LanguagcJburnal, 81, i (1997) a1997 The Modern L o n e Jrmrnal 0026-7902/97/28-49 @.50/0making their courses comprehensible to these students. It is further assumed that students are also learning English through course content, a belief following from the strong promotion of &ashen's (1985) input model for second language acquisition (SLA) in Florida. The gap between classroom practice and the findings of research about second language (L2) acquisition is of immediate concern, both in district-level staff development and in teacher preparation programs to prepare a wider range of public school instructors to teach learners whose first language is not English. Compo

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Section: Tutcrred Instruction: Picture Readingmentioning

confidence: 99%

Mary and Her Teachers: A Grebo‐Speaking Child's Place in the Mainstream Classroom

Platt

Troudi

1997

The Modern Language Journal

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“…The underlying premises under the theoretical knowledge in which these members were exposed were derived from humanism and constructivism. That is, the key characteristics of WL for language learning should be authentic, integrated, collaborative, learner-centered, meaning-centered, and self-directed (Richards and Rodgers 2001;Rigg 1991). Choices and learner autonomy are strongly encouraged for learners to use language for their own purposes.…”

Section: Nature Of the Us-based Graduate Programmentioning

confidence: 99%

EFL teachers’ challenges and dilemmas in transferring theories and practices cross-culturally

Yeh

2010

Asia Pacific Educ. Rev.

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This paper explores the performance and shared learning experiences of a group of English as a foreign language (EFL) teachers studying in a U.S.-based graduate program. In order to assimilate the knowledge, a voluntary group was naturally formed outside a graduate course. The group meetings lasted from 4 to 5 hours on a weekly basis during a 13-week semester. The focus of this paper is to report and discuss the challenges and dilemmas facing EFL teachers when transferring new theories and knowledge to participants' home contexts.

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“…The theory underlying the whole-language approach is a constructivist one where learners are seen as problem-solving 'creators of meaning'. There is a strong focus on learning activities which are situated in social contexts and are relevant to learners' everyday lives; needs, interests, and aspirations are emphasized (Rigg, 1991). There is also a focus on exposing children to a print-rich environment (Clay, 1991) with discussion about it.…”

Section: Spokes -Supporting Parents On Kids Education In Schoolsmentioning

confidence: 99%

Training parents to help their children read: A randomized control trial

Sylva

Scott

Totsika

et al. 2008

Brit J of Edu Psychol

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Whole Language in TESOL

Abstract: This paper presents key aspects of the whole language perspective; describes examples of whole language principles in practice in elementary, secondary, and adult ESOL programs; and reviews recent whole language research on second language development.

Cited by 56 publications

References 10 publications

Mary and Her Teachers: A Grebo‐Speaking Child's Place in the Mainstream Classroom

Mary and Her Teachers: A Grebo‐Speaking Child's Place in the Mainstream Classroom

EFL teachers’ challenges and dilemmas in transferring theories and practices cross-culturally

Training parents to help their children read: A randomized control trial

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