The-Whole-Language-Approach-final-ppt

TheWholeLanguageApproachByShristiBhattacharya(I.D-5819481)BingShen(I.D-58194582)AGENDAIntroductionApproachObjectivesActivitiesMaterialsUsedUseofL1ProcedureTeacher’sRoleStudents’RoleSimilaritywithotherApproach/MethodAdvantagesDisadvantagesConclusion2AGENDAIntroduction-Origin-PsycholinguisticGuessingGame-DefinitionApproach-LanguageTheory-LearningTheory3IntroductionOrigin•TheWholeLanguageApproachtophonicsgrewoutofNoamChomsky’sideasaboutLanguageAcquisition.•In1967,GoodmanhadaideaaboutreadingwhichwasverymuchsimilartoChomsky’sandhewrotearenownedarticlecalled“Reading:APsycholinguisticGuessingGame”whichaimedtoemphasiseonthefactthatwordsarestudiedasawhole.•ThewholeLanguagebackon1960’swascalledthePsycholinguisticApproachtoreading4PsycholinguisticGuessingGameAoccdringtothis,itdeosn’tmttaerinwhatorederthelttersinawordare,theolnyiprmoantntthingisthatthefristandlsatltterbeattherghitpclae.Thersetcanbeatotalmsesandyoucanstillraeditwouthitproblem.Thisisbcuseaethehumanminddeosnotraederveyltterbyistlefbutthewrodaswlohe.5Definition•Itisamethodofteachingwhichadvocatesthatalanguageshouldbetaughtasawholeandnotby“decoding”iti.e.bybreakingitupintoseparatecomponentslike–grammar,vocabulary,phonicsetc.•thechildrenshouldlearntoreadbyfocusingonwordsaswholepiecesoflanguage•Itemphasisesonthefactthatchildrenshouldfocusmoreonthemeaningandmeaningmaking6Definition•Itisaconstructiveapproachtoteachingi.e.studentsareallowedtocreatetheirownknowledgefromwhattheyencounter.•Itemphasiseslearningtoreadandwritenaturallywithafocusonrealcommunicationandreadingandwritingforpleasure•TherearevariousopinionsregardingwhethertheWholeLanguageisanapproach,amethod,aphilosophy,orabelief.Itismostlyseenasaapproachbasedonthekeyprinciplesaboutlanguageandlearning7ApproachLanguageTheory•Languageisviewedasvehicleforhumancommunication•Itisviewedfromainteractionalperspective•Languageisalwaysusedinasocialcontextandin‘real’or‘authentic’situations8ApproachLearningTheoryHumanisticAuthenticPersonalisedSelf-DirectedCollaborativePluralistic9ApproachLearningTheoryConstructiveCreatemeaningLearnbydoingWorkcollaborativelyKnowledgeissociallyconstructedratherthantransmitted10Objective•Integrationofreading,writingaswellasotherskills(listeningandspeaking)•Tofocusonrealandnaturaleventsthatrelatetostudents’experience•Conductingreadingforthesakeofcomprehension•Toenablelearnerstodiscoverandexploremeaningthroughtheprocessofwriting•Concentratesonstudent-centriclearning;studentshaveachoiceoverwhattheywanttoreadandwrite11Activities•Readingauthentictextsindividuallyorinsmallgroups•Writingforrealaudience,writingportfolios,conferences•Studentsareencouragedtocollaboratewithandhelpeachother•Studentsareencouragedtoguessnew/unfamiliarwordswiththehelpofclues•Studentsareencouragedtowritestoriesandstudentmadebooksareusedwhileteaching•Role-plays12MaterialsUsed•Useofreal-worldmaterialsratherthancommercialtexts•Newspapers•Signs•Handbills•Storybooks•Printedmaterialsfromworkplaceincaseofadultlearns•Thematerialsarebroughttoclassbythestudentsthemselves13UseofL1TheNativeLanguageisnotusedinclass.OnlyTargetLanguageisused14Procedure•Useofliterature•Useofprocesswriting•Encouragementofcooperativelearningamongstudents•Concernforstudents’attitude15Teacher’sRole•Theteacherhereisseenasa‘facilitator’ratherthananexpertpassingonknowledge•S/henegotiatesaplanofworkwiththelearners•S/heactivelyparticipatesinthelearningcommunitybutprovideslittledirectinstruction•S/hedoesnotfocusoncoveringcurriculum•Focusesonthelearners’needs,aspirations,interestsandexperiences•Createsanatmospheresuitableforcollaborativelearning16Students’Role•Thestudentsarecollaborators(collaboratingwithfellowstudents,teachersandwiththewritersofthetext)•Theyarealsotheevaluators,evaluatingtheirownaswellastheotherstudents’learningwiththehelpoftheteacher•Theyselecttheirownstudymaterials•Theyareself-directed17SimilaritywithotherApproaches/Methods•ItsharesaphilosophicalandinstructionalperspectivewithCommunicativeLanguageTeaching•ItisalsosimilartotheNaturalApproachsinceitisdesignedtohelpchildrenandadultstolearnasecondlanguageinthesamewaychildrenlearntheirfirstlanguage.18Advantages•Studentshavebetterunderstandingofwhattheyarereading,andagettingmoreinterestingandcreativeapproachtoreading.•Studentareabletoobserverealreadingbehavioursinnon-threateningandtoimitatesuchbehaviourswithoutfearorshy.•Studentsareexposedtooutstandingstudentsliteratureformthebeginningoftheirreadingexperiences.Thismakesreadingmorefunforthem.19Disadvantages•Themethodisgood,butnotasforlowerprimary.•Studentswhocan’tread,thesestudentsneedphonics.•Studentsmisinterpretingwords.•Studentswithlimitedabilitytomemorizewords.•Studentsmisspellwords•Lackofproperstructureinthemethodofteaching•Notsuitableforlearnerswhopreferanorganisedwayoflearning20Conclusion•TheWholeLanguagemovementisnotateachingmethodbutanapproachtolearningthatseeslanguageasawholeentity.•EachlanguageteacherisfreetoimplementtheapproachaccordingtotheneedsofparticularStudentsandclasses.•Likeanyothermethod/approachthistoohasitsprosandc