NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)0
Since 2006 (last 20 years)5
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 34 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Burnett, Greg – Asia Pacific Journal of Education, 2013
English literacy competence in the Central Pacific Republic of Kiribati is considered important for employment, overseas study and general engagement with a globalizing world. It is also considered as a key factor in the current government's response to climate change and sea level rise, enabling skilled relocation of I-Kiribati to other countries…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Literacy
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ling, Pan – English Language Teaching, 2012
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…
Descriptors: Whole Language Approach, Second Language Learning, Second Language Instruction, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Graham, Linda J.; Grieshaber, Susan – Disability & Society, 2008
The dichotomisation of literacy instruction into phonics instruction versus a whole language approach fails to realise a fundamental tenet of providing equitable educational opportunities to diverse groups of children. Diversity becomes a problem to solve through "inoculation programmes" or "special" education expertise.…
Descriptors: Reading Difficulties, Literacy Education, Phonics, Whole Language Approach
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Baker, Thomas – English Teaching Forum, 2008
This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.
Descriptors: Reading Research, Lesson Plans, Whole Language Approach, Phonics
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kitagawa, Mary M.; Kitagawa, Chisato – International Journal of Progressive Education, 2007
Seikatsu tsuzurikata is a grassroots movement in Japan that has many parallels to the whole language movement, but it developed completely independently, beginning in the late 1920s. Our research into this movement was conducted in 1984 and described in Kitagawa and Kitagawa (1987). We are now updating our earlier research. Seikatsu tsuzurikata is…
Descriptors: Foreign Countries, Values, Progressive Education, Whole Language Approach
Peer reviewed Peer reviewed
Fitzsimmons, Phil – Reading Online, 2002
Discusses the state of elementary education in Fiji. Provides one Fijian principal's optimistic approach to implementing a whole language approach to the teaching of reading. Notes the teachers' original opposition to change, and the difficulty of maintaining change. (PM)
Descriptors: Administrator Role, Educational Change, Elementary Education, Foreign Countries
Crux, Sandra C. – Education Canada, 1991
Presents the Holistic Educational Literacy Process strategy for adult literacy education consisting of the following 10 steps: presenting an advance organizer; reading silently; reading aloud; listening to the passage recorded; listening and taking notes; highlighting important points; networking structures; summarizing the passage; revising the…
Descriptors: Adult Education, Foreign Countries, Holistic Approach, Learning Strategies
Peer reviewed Peer reviewed
Bembridge, Teri – Educational Leadership, 1992
When commercially available tests failed to match their whole-language instructional practices, resource teachers in a Canadian school district developed their own instrument. Assembled over a five-year period, the Multi-Layered Assessment Package (MAP) is a set of procedures accompanied by suggested books, transcripts, and retelling and recording…
Descriptors: Elementary Education, Evaluation Methods, Foreign Countries, Reading Tests
Peer reviewed Peer reviewed
Gupta, Amita – International Journal of Early Childhood, 2001
Examines an initiative to introduce a multicultural- and whole-language-based early childhood curriculum in a private school in New Delhi, India. Considers the planning of the change from traditional education; the creation of an activity room for free play; parental responses to the new program; and factors that facilitated the change process.…
Descriptors: Curriculum Development, Early Childhood Education, Educational Change, Foreign Countries
Peer reviewed Peer reviewed
Korkeamaki, Riitta-Liisa; Dreher, Mariam Jean – Language Arts, 1993
Reviews the typical approach (synthetic phonics) to teaching reading in Finland. Suggests that teachers in English-speaking countries can learn from problems Finnish teachers face and vice versa. Finds that, despite a highly regular writing system, Finnish teachers find that a heavy phonics emphasis does not solve their reading instruction…
Descriptors: Beginning Reading, Elementary Education, Finnish, Foreign Countries
Cohen, Yehudit Od – English Teachers' Journal (Israel), 1997
English Day is celebrated annually at one Israeli school through language- and culture-related activities. One year, the school implemented whole-language learning strategies and involved parents and students in related activities at a series of activity stations featuring movies, books, television, fashion, comics, games, technology, science,…
Descriptors: Class Activities, English (Second Language), Foreign Countries, Parent Participation
Peer reviewed Peer reviewed
Goodman, Kenneth S. – Talking Points, 2001
Suggests that whole language is alive and well in Israel, and that like many countries trying to educate multiethnic, multilingual populations, there is a strong interest in whole language as a democratic, innovative pedagogy built on scientific foundations. Notes the Ministry of Education encourages whole language approaches, but the teachers'…
Descriptors: Educational Change, Educational Practices, Educational Trends, Elementary Education
Peer reviewed Peer reviewed
Ediger, Marlow – Reading Improvement, 1997
Discusses the author's varied experiences in teaching reading, including teaching seventh grade pupils in the West Bank of Jordan, taking graduate courses in reading, and being an elementary school principal and a university professor. Suggests the need for a rational balance between whole language and phonics. (RS)
Descriptors: College Faculty, Elementary Secondary Education, Foreign Countries, Higher Education
Peer reviewed Peer reviewed
Wendon, Lyn – Early Child Development and Care, 1993
Describes LETTERLAND, a unique teaching model that blends a structured phonics approach with whole-language teaching and is widely used in British classrooms as an initial approach to literacy as well as in special needs contexts. (HTH)
Descriptors: At Risk Persons, Beginning Reading, Elementary Education, Foreign Countries
Crandall, JoAnn; Pharness, Gary – 1991
After an introduction to the use of the whole language approach in adult literacy instruction, this paper describes some techniques or activities used in two adult literacy programs in Vancouver with participants who speak English as a first and as a second language. The Municipal Workplace Literacy Program, operated by the City of Vancouver…
Descriptors: Adult Literacy, English (Second Language), Foreign Countries, Immigrants
Previous Page | Next Page ยป
Pages: 1  |  2  |  3