Whole Language in a Foreign Language Class: From Theory to Practice  

Oleh:

Schwarzer, David

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 34 no. 1 (2001), page 52-59.
Fulltext: 34_01_Schwarzer.pdf (826.67KB)

Isi artikel

Theoretical perspectives from related disciplines such as early childhood education, bilingual education, and English as a second language education can be valuable in a foreign language education context. This article presents eight philosophical principles needed for implementing a whole language philosophy in a foreign language class and a description of the author5 whole language foreign language class (WLFLC) as a practical example. The article outlines the three basic components needed to establish a WLFLC: (1) the classroom setting; (2) the resource books used in the class; and (3) the schedule of instructional activities for the class. The author also presents a description of four major activities used in this WLFLC: (1) language projects; (2) reading children5 literature in the foreign language; (3) dialogue journal writing; and (4) portfolio assessment. General conclusions about implementing a whole language philosophy in a foreign language class are provided.

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