The 'whole language' approach to literacy education in the third world: The Nigerian experience  

Oleh:

Onukaogu, Chukwuemeka Eze

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 10 no. 3 (1997), page 186-199.
Fulltext: 10.3.186-199.pdf (1,022.16KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LCC/10 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This paper contends that most people of the Third World need functional and development-oriented literacy (FDL) if they are to contribute meaningfully to illiteracy eradication and the attainment of sustainable national development in their respective countries. Arguing that the current literacy instruction approaches in use in most Third World countries can not sustain FDL, it suggests the adoption of the Whole Language (WL) approach as a complement to or substitute for existing approaches. It also contends that WL can catalyse the love for literature, book writing and production in order to sustain the interests of new literates, and can also provide effective monitoring and enhancement of learners' interests. The paper notes however, that the current economic depression which has sustained military rule in most Third World countries is bound to inhibit WL and not allow it to blossom. Some strategies which literacy facilitators can adopt in order to enhance FDL pending the robust and vibrant development of WL are suggested.

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