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ERIC Number: ED310413
Record Type: Non-Journal
Publication Date: 1989-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
Reaching Out to All Students: The Integrated English Approach.
Peters, William H.
Traditional teaching of English language arts is based on a receptive-accrual view of learning, which places the learner in a passive rather than an active role in the teaching-learning process. This approach conveys to the learner the view that the subject matter is fragmented and that teachers prepare discrete, disconnected lessons. L.M. Anderson's cognitive-mediational conception of learning and learners, on the other hand, is supportive of the integrative approach to English language arts and to such models of this approach as that of the California curriculum reform and of the Organic Field Model of the Teaching of English. Instructional representations of subject matter knowledge represented by these models convey to the learner a holistic view of English and of English language arts in use. Such perspectives advance meaningful learning by students, a sense of efficacy by teachers, and greater equity of outcomes for students who come into the classroom with different characteristics. Thus the integrated English approach reaches out to all students. (Excerpts from an instructional unit, "Beyond Imagination," are attached.) (KEH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A