Effective whole-language teaching : case studies of two teachers' practice
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Date
1990
Authors
Sumara, Dennis J
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1990
Abstract
Whole-language theory, as an approach to language arts
instruction, has been the subject of a wide and varied
literature that has attempted to define, describe,
validate and understand it. This research project is
concerned with the issue of "effective whole-language
teaching" as demonstrated by case study descriptions of
two teachers' practice of whole-language. Using
ethnographic techniques for data collection, each
teacher's practice has been documented and analyzed in
terms of themes that have emerged from the data. The
analysis contained within each identified theme
contains a descriptive and critical account of the
kinds of "effective teaching" skills/strategies that
have been identified in each classroom. A final
discussion is offered that attempts to draw conclusions
about the research question, making some
recommendations about effective whole-language
teaching. It is expected that these will contribute to
a body of knowledge that addresses specific methods and
strategies that may be used by teachers interested in
whole-language education.
Description
102 leaves ; 28 cm.
Keywords
Language experience approach in education -- Case studies , Language arts (Elementary)