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

Autor/in	Huang, Ling-Ying
Titel	Learning to Read with the Whole Language Approach: The Teacher's View
Quelle	In: English Language Teaching, 7 (2014) 5, S.71-77 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	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; Taiwan + Suchen Sie Ihr Suchwort? Integrierter Sprachunterricht; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis; Decision-making; Entscheidungsfindung; Bildungsmittel; Klassenführung; Ausland
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01