"Research Informing Practice--Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal…

Asserts that there is a gap between theory and practice in literature-based reading programs. States that too often, such programs lack an underlying theory and mimic methodology associated with basal programs. Describes the theoretical perspectives of Louise Rosenblatt, her principles of aesthetic teaching, examples from a fourth grade classroom,…

Presents three patterns of literature-based reading instruction and illustrates their role in the moving from a traditional reading program toward a whole language, literature-based reading program. (MG)

Presents eight philosophical principles needed for implementing a whole language foreign language class (WLFLC) and provides a description of a WLFLC as a practical example. Outlines the three basic components needed to establish a WLFLC and presents a description of activities used, including language projects, reading children's literature in…

This paper reviews the literature relative to the theory and practice of literature-based reading instruction, and seeks to bring clarity concerning the concept of literature-based reading instruction. The paper points out that from a theoretical point of view advocates of literature-based reading instruction draw upon the whole language…

Identifies key premises from whole language theory relative to (1) language and language acquisition; (2) reading and writing processes; (3) teaching and learning; and (4) curriculum. Notes that these premises provide direct assistance to teachers in planning literature-based instruction. Discusses questions and underlying principles using…

Discusses, through the reflections of three educators, the need to address cultural diversity in the reading curriculum and the importance of using strategies consistent with an emergent literacy perspective throughout the early childhood years. (MG)

Noting that reading instruction in the last years of the 20th century is still characterized by controversy, this book presents 18 essays that examine the best available research evidence about what is known--and what needs to be learned--about the teaching of reading and how children learn to read. Topics of the essays include whole language,…

Intended for practitioners, this book presents a curricular framework for classroom reading and writing experiences that help students understand how reading and writing relate to reasoning and learning. The two sections of the book are organized around three major components of curriculum and how each component was realized in three Indiana…

This book, presented as a conversation among its three authors, offers strategies for theme exploration in whole language classrooms and focuses on the first and fourth grades. The book asserts that exploring a theme with students is the epitome of whole language teaching because students develop language and literacy best when they use language…

Like so many slogans, "Whole Language" is a dangerous term because its meaning varies with each educator. Whole Language is not a method of teaching, nor is it a program; it is a philosophy or viewpoint. Nine major characteristics of a Whole Language approach as culled from a variety of sources, with most agreed upon by a majority of…

Pointing out that understanding, considering, preparing, modeling, teaching, collaborating, assessing, and supporting are steps along the path to using literature in the classroom, the essays in this book provide a solid background for those teachers who are considering making the transition to literature-based instruction in their classrooms.…