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Definition
This philosophy about curriculumin both language arts and a broader, more general programis based
on recent research of how children acquire oral and written language skills.
Basic Elements
Because knowledge doesnt exist separately from the people who construct it, whole language
practitioners dont see curriculum as a prescribed course of study or a particular set of instructional
materials. Instead, they see it as the cognitive experience each learner has. Whole language doesnt just
include the specific content being thought about, it also includes how a student demonstrates a
particular task, as well as what he or she expects from a language learning situation.
The fundamental concern of someone who uses language is making sense. To a learner, reading and
writing are crucial to forming an understanding of the world. A whole language curriculum treats the
learner as a legitimate conversation partner and someone who seeks meaning. Therefore, whole
language practitioners support their students effortseven those that arent entirely accuraterather than
directing their thinking and language use.
We learn language cumulatively by using it. Each language encounter, whether oral or written, builds
more knowledge about the world, the function of symbols, and communication strategies. Consequently,
each language transaction helps us perform the next one, whether it be oral, written, or mental. A whole
language curriculum immerses students in situations requiring open-ended, complex language use.
The teachers role in such a curriculum is one of interpretive teaching, or kidwatchingin other words,
making sense of how students engage in language learning and offering experiences that support their
experiments.
Language learning is a social activity; it requires negotiating meaning and taking in feedback from
partners. Whole language practitioners work to provoke, elicit, and show interest in communication
exchangesboth learner-learner and learner-teacher.
With language learning, there is always the risk of trying new strategies, and error is inherent in the
process. Practitioners encourage this spirit by reading meaning into childrens speech or writing attempts,
and by hearing and seeing through errors and spelling inventions, rather than correcting and prescribing
exactness. With the support of their teachers, the childrens spoken and written experiments help them
locate and learn the conventional language usage.
Reading
Seluruh Bahasa
Definisi
Filosofi ini tentang kurikulum bahasa baik dalam seni dan yang lebih luas,
lebih umum-program ini didasarkan pada penelitian terbaru tentang
bagaimana anak memperoleh bahasa lisan dan tulisan keterampilan.
Elemen Dasar
Dengan belajar bahasa, selalu ada risiko mencoba strategi baru, dan
kesalahan yang melekat dalam proses. Praktisi mendorong semangat ini
dengan membaca makna menjadi anak-anak pidato atau menulis usaha,
dan dengan "mendengar dan melihat melalui" kesalahan dan ejaan
penemuan, daripada mengoreksi dan menentukan ketepatan. Dengan
dukungan guru-guru mereka, anak-anak yang diucapkan dan ditulis
percobaan membantu mereka menemukan dan mempelajari penggunaan
bahasa konvensional.