This study explores the perceptions of language-teacher candidates regarding their own English-language learning experiences during primary school, and how they intend to utilize these insights to enhance their instructional practices. Grounded in Lortie's (1975) concept of the apprenticeship of observation, which highlights how teachers' beliefs…

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…

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…

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…

The purposes of this study are: (1) to investigate students' perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students' reading improvement; and (3) to determine the difference between basic-level and advanced-level students' improvement in reading skills. A total of 212…

Responds to an article by F. Levy on the feminine attributes of the learning of French as a foreign language in the United States offering nonneutral comments on the feminine-masculine debate, the dominance of literature over language in the teaching of the French language in the United States, and the difficulty of deploying more practical…

Discusses the incorporation of content-based instruction in the English department of one school. As a result, verbal interaction was increased. With this success, the use of narratives was implemented in a whole-language project, with an emphasis on discourse analysis, specifically story grammar. (Author/VWL)

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,…

Discusses the move from whole language to phonics instruction in Los Angeles schools in an effort to rescue plummeting reading scores. (Author/VWL)

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…

Presents key aspects of the whole-language perspective; describes examples of whole-language principles in practice in elementary, secondary and adult English-as-a-Second-Language programs; and reviews recent whole-language research on second-language development. (56 references) (VWL)

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)

At times, the whole-language approach to language teaching has been misunderstood. It is a philosophy more than a method or an instructional trend and is more than its separate elements: thematic, authentic, integrated, interactive. Many teachers who embrace the philosophy underlying the approach see their teaching not as promoting whole-language…

Because of the universal, phonological nature of writing systems, functional proficiency in decoding is essential if a child is to become literate. This is the heart of the problem for many dyslexics and many other disabled readers. The whole-language approach that eschews decoding is inappropriate in light of this fact. (MSE)