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Teaching phonics within a whole language theoretical orientationWoodhead, Nancy Lynne 01 January 1992 (has links)
No description available.
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Bridging the gap between parents and schools: A parent education modelPrehoda, Joan Marie 01 January 1993 (has links)
No description available.
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Thematic units: An integrated curriculumDaytz, Penny J. 01 January 1992 (has links)
Linking experience and language--Interrelated curriculum--Integrating content subjects with reading--Higher level thinking skills.
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Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skillsDodd, Kathleen Muriel 01 January 1995 (has links)
No description available.
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Helping classroom volunteers have a positive impact on literacy acquisitionBethurum, Sheril Lee 01 January 1995 (has links)
No description available.
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An investigation and comparison of the use of learner strategies: a case study of two secondary six studentswith different exposure to extensive reading in EnglishLau, M. H., 劉梅寒. January 2000 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
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Writing as a tool for learningBrown, Ruth Paula 01 January 1993 (has links)
Whole language approach.
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Creating a child-centered integrated science/language arts curriculum using a year-long themePickett, Isabel Ann 01 January 1993 (has links)
Whole language philosophy
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Family literacy events promoting early reading and writing behaviorsO'Neal, H. Todd 01 January 1994 (has links)
Whole language approach.
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A whole language assistance programme with English second language pupils17 November 2014 (has links)
M.Ed. (Psychology of Education) / As the South African education system is moving towards complete reorganisation and fundamental restructuring, teachers have been forced to take a look at the language being used in their now multilingual classrooms and also at their own teaching of language, as opposed to the teaching of school-based literature. Some teachers see this as a challenge, and with the attention now being paid in the school curriculum to the communicative use of English, are attempting to change their beliefs and conceptions about instruction, language and learning. For many teachers of English second language pupils, the answers lie in the whole language philosophy, as it stands for justice, democracy, and empowerment and against injustice and a stratified society. However, the whole language movement grew from an original focus on the reading, writing and learning processes of native speakers of English, and is only beginning to affect second language learners. The focus of this study is therefore on the implementation of whole language with English second language pupils, with the aim of improving the instruction and education of these learners as well as enhancing the support systems and training for whole language teachers. The whole language philosophy is it different way of thinking about teaching and learning, and thus teachers need to be continually encouraged to examine their own assumptions about learning and teaching. The theory framework for this study includes readings in the origins of whole language, the whole language belief system, English second language learning and connections between whole language and English second language pedagogy. The theoretical framework is constructed with the aim of supporting the construct and approaching the research question from different angles. The nature of the research question presupposes a monographic study as research format, which in tum directs the research to observations, an individual interview and document analysis. The discussion of the monographic study takes place against the background of the qualitative research paradigm. The teacher and Grade One English second language pupils of a Language Assistant Programme, characterised by whole language principles, are the target group of this study. The findings of the inquiry indicate that the whole language philosophy can be applied to English second language learners, but needs to be complemented with an understanding of second language acquisition and English second language teaching methods. It was also found that teachers need continual support in transforming the whole language philosophy into practice and in examining their own beliefs and assumptions about learning and instruction.
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