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…

A whole-language approach for integrating language and content and thereby facilitating students' transition from English-as-a-Second-Language to college mainstream classes is presented as an alternative to traditional as well as new models. Particular focus is on how the model works and the benefits of using such a model. (15 references) (JL)

Describes a unique language learning activity using the whole language approach in a tertiary level lower advanced reading and speaking course. Following a semester long theme on crime and punishment, students were introduced to an authentic, idiomatic text dealing with a famous murder case in U.S. history. (Author/VWL)

Provides insights on how to assess a whole language foreign language class (WLFLC) and to field test qualitative research methods for a WLFLC. The Hebrew language class was assessed through analysis of semistructured interviews with four students, students' reflective mid-term papers and final class evaluations, and teacher journal notes. (VWL)

Illustrates strategies for the practical application of a whole-language approach in the second- or foreign-language classroom. Both first- and second-language teachers were interviewed and observed for the study. Provides practical whole-language activities appropriate for secondary- or university-level classes. (Author/JL)

Suggests that by nurturing a pleasant, meaningful, and self-motivating atmosphere, Fluency First reading and writing assignments prove rewarding to teachers and students alike. Fluency First is a systematic set of activities for developing fluency and then focusing on clarity and correctness. It was designed and implemented by English for academic…

This paper reviews the history, definitions, descriptions, and current trends in whole language, an alternative language teaching philosophy. The entire construct of motivation is reviewed and defined. The purpose of this study is to investigate whether the implementation of the whole language approach affects student motivation in an English as a…

Examines the perception and beliefs of Chinese English-as-a-Foreign-Language (EFL) teachers toward the debate between on the whole language and direct approach in the teaching of EFL in China. Findings shed light on English instruction in China and provide a better understanding of the educational background of the large number of Chinese students…

The purpose of this study is to identify the issues, concerns, and challenges that will arise if whole language is applied to teaching English as a Foreign Language (EFL) in high school in Taiwan. Research questions include the following: (1) What are the issues, concerns, and challenges if whole language is applied to teaching English in…

Describes a college English-as-a-Second-Language curriculum model based on a whole-language approach that is presented to stimulate others to review and revise their own curriculum. (25 references) (GLR)

The purpose of this study was to determine the relative impact of skills-based and whole language approaches on the listening comprehension of English as a foreign language (EFL) students with low and high listening ability levels. The subjects for the study were 96 pretested EFL students, divided into two treatment groups for 15 weeks. In the…

English-as-a-Second-Language (ESL) student writers are often labeled as having poor language proficiency skills, poor writing skills, and poor organizational skills. These labels can negatively affect teachers and students. They have become yardsticks for guiding teachers' instruction and measuring students' performance. Often, ESL writing…

This paper explores the whole language approach to teaching English as a Second Language (ESL) in the context of gender issues. More specifically, this study is focused on teaching ESL to university freshman in Taiwan. The whole language approach is used for two reasons: language can best be learned when it kept as a whole--especially with…

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,…

Papers on aspects of second language teaching include: "Cognitive Approaches to Listening Comprehension" (James S. Noblitt); "Popular Music in a Whole Language Approach to Foreign Language Teaching" (Sue Barry, Sidney Pellissier); "Language Maintenance: Bridging the Gaps in Foreign Language Education" (Jean W. LeLoup,…