Based on a diagnosis of the problems in the traditional way of teaching English reading in China, this paper introduces the "whole language" theory and explores its application to the teaching of English reading. To begin with, it demonstrates the various problems in the teaching of English reading which severely prevent the improvement…

At present, Whole Language (WL) teachers DO teach reading as a part of their curriculum. However, the new common core learning standards set the stage for Foreign Language in Elementary Schools (FLES) teachers to take a more active role, if not lead the way in developing important reading skills in children. Although this new challenge may at…

Whole language learning implies that teachers look at adult learners as whole persons rather than just ESL learners. It asks the teachers to see the learners in their classes as parents, spouses, employees or business owners, neighbors, churchgoers, and members of various communities. In other words, when they approach learners in their classes as…

Draws a parallel between the experience of learning to read and write in a first and a second language. Notes that the experience of learning through an approach that permits talking, reading, and writing freely is satisfying whereas the experience with a text-based approach to learning is much less satisfactory. (RS)

Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading…

This paper explores inquiry cycles as an innovative curricular framework in whole language foreign language classes. Whole language is an educational philosophy that advocates and espouses student-centered, activity-based learning. The inquiry cycle is a holistic method of teaching based on a question or set of questions that students themselves…

Discussion of the development of oral language skills for elementary age children highlights the use of well-known folk tales such as "The Story of the Three Little Pigs" to involve a group in an oral language experience. The use of puppets is described, and props and resource materials are suggested. (LRW)

Describes a whole language learning unit based on group investigation. The task is an authentic task and includes a problem that requires solving as well as step-by-step guidelines for collecting, organizing, and presenting data. The sample unit is developed around the topic of animals. (Author/VWL)

Describes a summer school English-as-a-Second-Language classroom that uses a content-rich whole language curriculum. Highlights experiences that were successful in facilitating literacy development, including reading experiences, writing experiences, talking and reading, and talking and writing. Discusses the effectiveness of the instructional…

A field-tested instruction and assessment model is described that fosters development of second-language skills by integrating writing with listening, speaking, reading, and problem solving. The model draws upon elements of process-oriented instruction, whole language learning, cooperative learning, cognitive mapping, and reading and writing…

This chapter explains the rationale and design of a communicative English-as-a-foreign-language (EFL) course using a mock nongovernmental organization (NGO) forum simulation to encourage students to investigate global issues. Cooperative learning and global education share several common goals: cooperation, interdependence, mutual understanding,…