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 |
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| 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 |
| 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. |
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| ISSN: | 1916-4742 |
