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Learning to Read with the Whole Language Approach: The Teacher's View

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Title: Learning to Read with the Whole Language Approach: The Teacher's View
Language: English
Authors: Huang, Ling-Ying
Source: English Language Teaching. 2014 7(5):71-77.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 7
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Whole Language Approach, Teacher Attitudes, Knowledge Base for Teaching, Early Childhood Education, Preschool Teachers, Curriculum Implementation, Questionnaires, English (Second Language), Emergent Literacy, Teaching Methods, Language Skills, Skill Development, Educational Practices, Decision Making, Educational Resources, Classroom Techniques, Foreign Countries
Geographic Terms: Taiwan
ISSN: 1916-4742
Abstract: This project explores the understanding of early year's teachers regarding whole language approach and its implementation. A total of 200 questionnaires were delivered to teachers at nurseries and kindergartens in an EFL (English as a Foreign Language) context. 169 questionnaires were completed and analysed. The findings shows that an overwhelming majority of the participants know idea of whole language approach and know its value and relevance to improving early year literacy teaching. The result showed that teachers' perspective about literacy teaching clustered primarily in the interactive approach which indicated that most teachers prefer neither whole language approach nor skills based approach.
Abstractor: As Provided
Number of References: 20
Entry Date: 2015
Accession Number: EJ1075738
Database: ERIC
FullText Text:
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 1916-4742
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  Data: This project explores the understanding of early year's teachers regarding whole language approach and its implementation. A total of 200 questionnaires were delivered to teachers at nurseries and kindergartens in an EFL (English as a Foreign Language) context. 169 questionnaires were completed and analysed. The findings shows that an overwhelming majority of the participants know idea of whole language approach and know its value and relevance to improving early year literacy teaching. The result showed that teachers' perspective about literacy teaching clustered primarily in the interactive approach which indicated that most teachers prefer neither whole language approach nor skills based approach.
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  Data: 2015
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  Data: EJ1075738
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 7
        StartPage: 71
    Subjects:
      – SubjectFull: Whole Language Approach
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Skill Development
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      – SubjectFull: Educational Practices
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      – SubjectFull: Decision Making
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Taiwan
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      – TitleFull: Learning to Read with the Whole Language Approach: The Teacher's View
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