BACKGROUD
THE LANGUAGE
Whole language views language
organization from an interactional
perspective. This perspective is a social
one that views language as a vehicle for
human communication in which there is
an interactional relationship between
readers and writers. Language use is
always in a social context. A whole
language perspective requires an
authentic “real” situation. Language is
always seen as something that is used
for meaningful purposes and to carry
out authentic-functions.
Whole Language is said to be
authentic, personalized, self-
directed, collaborative and pluralist.
Whole language education started in 1980
when US educators were concerned about WHOLE
LANGUAGE
teaching the language arts: reading and
writing in the native language.
Whole Language movement opposes to
teaching reading and writing. Language
should be taught as a “whole”. It is a
theory of language instruction that helped
young children to read and taught middle
and secondary levels ESL. It respects each
student as a member of a culture and as a
creator of knowledge. It emphasizes
learning to read and write with focus on real
communication and reading and writing for
pleasure.
MARIA PAULA RIAÑO R.
DIDACTICS
 COMMON ACTIVITIES IN
THE TEACHER AND THE IN THE CLASSROOM
LEARNER WHOLE LANGUAGE
 The use of authentic literature
 A focus in real and natural Individual and small group reading and
events writing
The teacher is seen as a facilitator. The
 The reading of real texts of high  Ungraded dialogue journals
teacher teaches students and not the
interest  Writing portfolios
subject matter and looks for the
 Reading for the sake of  Writing conferences
occurrence of teachable moments
comprehension
rather than following a preplanned  Student-made books
 Writing for a real audience
lesson plan or script.  Story writing
 Writing as a process
The learner is self-directed; his own  The use of student-produced
texts Most of these activities are also
learning experiences are used as
Integration of reading, writing, common in Communicative
resources for learning. Students are
and other skills Language Teaching, Content-
also selectors of learning materials.
Whole Language use real-world  Reading and writing in Based teaching, Task-Based
materials rather than commercial texts: partnership with other learners
newspapers, signs, handbills,  Encouragement of risk taking
storybooks. Students also produce their and exploration and the
own materials. acceptance of error as signs of
learning rather than failure

IMPORTANT FEATURES

 The use of literature

 The use of process writing
 Encouragement of cooperative
learning among students
 Concern for students attitude

Language Teaching.