An Invitation Extended To Critically Examine Whole Language: The Silent Student Speaks.

Autor/in	Targovnik, Nina R.
Titel	An Invitation Extended To Critically Examine Whole Language: The Silent Student Speaks.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Elementary Education; Higher Education; Student Characteristics; Teacher Attitudes; Teacher Role; Whole Language Approach + Suchen Sie Ihr Suchwort? Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Lehrerrolle; Integrierter Sprachunterricht
Abstract	Reacting to whole language zealots who are not willing to hear new viewpoints or engage in a dialogue with people who differ from their paradigm of education, a graduate student-teacher-researcher who is in general agreement with whole language principles responds to a series of conversations in which she was a listener but not a participant. The gist of each of the 12 conversations is given and discussed in turn. Her conclusions are that: (1) while her silence in these conversations was generally tolerated, those who advanced whole language felt there was no place for silence; (2) there is one basic philosophy of whole language that all must learn; (3) there is a "right" way for teachers to act in whole language classrooms; (4) whole language "zealots" have proclaimed that content areas are dead; (5) whole language advocates have proclaimed traditional tests as the work of the devil; (6) textbooks of all sorts are condemned; (7) whole language enthusiasts insist that aliterates are worse off than illiterates; (8) the idea that students need to manipulate texts and to become intimately involved in the writing process is a common "buzz phrase" of the whole language camp; (9) whole language advocates seem not to acknowledge that some students do not learn to read by merely reading; (10) whole language enthusiasts often ignore other voices or do not give others a chance to voice their opinions; (11) whole language advocates find that women have a unique way of thinking and feeling which is not valued by the schools, workplace, or society; and (12) whole language enthusiasts do not listen to people espousing non-politically correct views. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC