The current global trends demand that we remain conscious of how distinct norms in groups we affiliate with affect decisions. Among developmental aspects, childhood language acquisition depends heavily on epigenetic interactions between the innate and the immediate environment (Sinha, 2017). This explanatory sequential mixed methods study explored…

The whole language approach considers it essential to make learning active, to be respectful of teachers and learners, to allow students to develop ownership and control of their language and learning, and to use a variety of subjects together holistically. (SK)

Discusses literature-based classrooms and influences on students' reading habits. Highlights include beliefs about learning and teaching, including a comparison of the transmission model and the transactional model of education; the importance of literary experiences for language development and literacy learning, including phonological…

A practicum was designed and implemented to foster 24 second graders' literacy and language development via child-centered as opposed to curriculum-centered experiences. The primary goal was to improve students' quality and quantity of writing by allowing extra time, much exposure to more and various non-basal literature, hands-on activities, and…

This review of research on the use of whole language with students with hearing impairments identifies recurring themes, such as whole language is effective for students from a variety of backgrounds and age levels, and literacy development of deaf students exposed to a literate environment parallels that of hearing students. (JDD)

Describes an ESL department's whole language approach to writing and reading, replacing its traditional grammar-based ESL instructional sequence. Reports the positive quantitative and qualitative results of the first three years of using the new approach. (KEH)

Setting low standards and expectations for the language achievement of students with deafness or hearing impairments results in a self-fulfilling prophecy. A whole-language approach is based on a philosophy of high expectations and recognizes differences among students as factors that add richness to the exploration of language. (JDD)

Reprints a talk presented to teacher trainers in 1990 that surveys thinking on language acquisition, specifically on the transition from orality to literacy, focusing on Montessori connections and applications. (HTH)

Designed to be a resource to help educational practitioners, researchers, and other interested persons in the national and international community to understand terms used in contemporary and historical writings about literacy, this dictionary provides authenticated definitions of the technical terminology of the nature, study, and practice of…

A practicum provided child-centered activities for 20 kindergarten children during regular school hours. Goals for the practicum were to: (1) develop literacy; (2) increase social interaction between the teacher and the child through verbal and body language communication which weaves reading and writing into the relationship; and (3) obtain a…

The purpose of this book is to consider early literacy education and whole language from the perspective of constructivist theory (which states that human beings acquire knowledge by building it from the inside in interaction with the environment) and research. More specifically, the book intends to show that the whole language movement is part of…

This article shows that bilingualism can be an enriching part of children's lives. A young child named Anna, living in a bilingual environment in which English and Finnish were spoken, was observed and her speech recorded. This discussion focuses on aspects of Anna's acquisition of language. Initial discussion works toward a definition of…

Designed for workshops or college courses focusing on professional development and inservice teacher training, this book presents over 200 reproducibles (including transparencies, brochures, and fact sheets) to help parents and administrators understand how reading and writing flourish in whole language classrooms. The book addresses the need to…

As classrooms have become more culturally and linguistically diversified, the theories and methods of teaching reading to young children have changed. Early childhood educators must explore new methods of instruction in order to involve and expand the language abilities of young children and must provide engaging activities that will create more…

Children develop language-related abilities simultaneously from infancy onward, and the conditions that promote first language learning are the same conditions that promote total literacy development: a social context involving immersion, approximation, opportunity to practice, feedback, and modeling. Intended for teachers, reading specialists,…