Based on the finding that teachers' literacy beliefs affect their instructional practices, recent studies on literacy beliefs present an increasing interest in heritage language (HL) because of the rapid increase in heritage learners' enrollment. However, less is known about Korean language teachers' literacy beliefs and practices in college…

This paper represents an attempt to search for the implications of Vygotsky's approach to "the genesis of mind" for second language acquisition (SLA). In so doing, the present author has adopted first a retrospective view--what has already gone in the field of foreign language instruction, and a prospective view--what is contingent on…

This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nineteen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading…

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…

"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…

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…

In this practitioners' guide, a recognized reading expert explains how educators, parents, and concerned citizens can spot ineffective reading programs that may hide under the "scientifically-based" banner. Although the term "whole language" is not commonly used today, programs based on its premises remain popular. These…

This digest discusses the rationale for integrating language and content instruction, and provides an overview of some of the program models and teaching techniques that focus on this approach. The following program models are highlighted: Content-based language instruction, sheltered subject matter teaching, theme-based instruction, sheltered…

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)

This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the…

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)

Describes one teacher's experience in using the whole-language approach to teach English as a second language to kindergartners in Lebanon.(Author/VWL)

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 is in large part a critique of Howard Gardner's theory of multiple intelligences presented in his 1983 book "Frames of Mind: The Theory of Multiple Intelligences," and asserts that the multiple intelligences (MI) concept has been widely misinterpreted. The paper outlines some of the misconceptions of Gardner's theory as identified by…