1. MARTIN LOZANO MEJIA
ANDRES PULIDO
GUILLERMO GOMEZ
l
The Whole Language Approach

2. Background
The whole language method of teaching children to read began to
emerge in the 1970s. It became a very popular method of teaching
reading in the 1980s and the 1990s.
 The approach argues that language should be taught as a
“whole”.
Emphasis on learning to read and write naturally.
Focus on real communication.
Reading and writing for pleasure.
Relates to natural approaches to language learning
Whole Language – approach, method, philosophy or belief?

3.
Teaching Principles
In the whole language approach reading should not be
taught, but rather acquired through trial and error. The
teacher facilitates the learning process, but provides little
direct instruction.
Children are encouraged to guess unfamiliar words using
picture or context clues.
Children are also encouraged to use invented spelling to
write their own stories.

4. The learning Theory
Humanistic Constructivist
Authentic
Personalized
Self-directed
Collaborative
Knowledge is socially
constructed, rather than
received or discovered.
Create meaning
Learn by doing
Work collaboratively

5. The learning Theory
Teachers
Instead of transmitting knowledge, the teacher works
with the student to create knowledge and
understanding.
Does not focus on “covering the curriculum”
Focus on students’:
Needs
Experiences
Interests
Aspirations

6. Principles underlying the Design of WL:
Use of authentic literature
Focus on real and natural events
Reading of real texts of high interest
Writing for a real audience
Writing as a process through which learners explore
and discover meaning

7. CONTRAST OF TEACHER’S AND LEARNER’S
ROLE
The Teacher The Learner
Facilitator
Looks for occurrence of
teachable moments
Creates a climate that
supports collaborative
learning.
Negotiator
Is a collaborator
Evaluator
Self-directed
Selector of materials and
activities

8. Design: Objectives, syllabus, learning activities,
roles of learners, teachers and materials
The Material
Real World Vs. Commercial Texts
Newspapers
Signs
Storybooks
HandbillsR
Workplace handouts
Student produced material

9. PROCEDURE AND ACTIVITY
The Procedure Activities
The use of literature
The use of process writing
Encouragement of
cooperative learning
among students
Concern for students’
attitude
Individual and small group
reading and writing
Role-play
Writing portfolios
Student-made books
Story writing

10. LA LECTOESCRITURA
Es un
PROCESO INTEGRAL
Toma en cuanta
El contexto en el cual se desenvuelve el lectoescritor
Para proporcionar
Un aprendizaje significativo
Comprensión lectoescritura
A través de
A través de
ETAPAS
NIVELES
Antes de la lectura
/escritura
Durante la lectura/
escritura
Después de la lectura
escritura
Literal
Inferencial
Critico

11. Método de lenguaje integral
Se fundamenta en
El aprendizaje
Lenguaje
Enseñanza
Currículo El aprendizaje
Enseñanza
De lectura
Principios
A partir deSe centra en
Globalidad comunicativa
Conocimientos previos
Experiencia enriquecedora

12. References
http://my.execpc.com/~presswis/phonics.html
*Approaches and methods in language teaching
(Jack C. RICHARDS and Theodore S. RODGERS)
*Techniques and principles in language teaching
(Dianne Larsen-Freeman)
http://www.answers.com/topic/whole-language
http://www.avko.org/Essays/whole_language.
htm

13. THANK YOU FOR
YOUR LİSTENİNG

14. THE LITTLE CAT
The little cat was in the garden.
The cat was eating pizza.
He played with a dog.
The animal and his owner was in the park.
The feline read a newspaper.

15. Questions
Where was the little cat?
a. In the garden
b.In the university
c. in a restaurant
What was the little cat eating?
a.Hot-dog
b.Pizza
c.Ice-cream

16. Questions
Who did the little cat play with?
a. A dog
b. A cow
c. His owner
Where were the litlle cat and his owner?
a. in a park
b. In the hospital
c. In a disco

17. Questions
What did the cat read?
a. a magazine
b. A book
c. A newspaper