ERIC Number: ED325841
Record Type: RIE
Publication Date: 1990-Oct
Reference Count: N/A
Can a Whole Language Approach Be Effectively Implemented in a University Level Course?
Because so many elementary schools are employing whole language instruction, it is essential that graduates from university elementary education programs be prepared to teach in this way. Twenty-five junior and senior elementary education majors enrolled in a block program of 3 courses: reading methods, language arts methods, and a field practicum experience 2 mornings a week for 10 weeks in elementary classrooms. The reading and language arts methods courses were combined and taught as one course for a period of 3 hours twice a week. The course was organized so that students were given a firsthand experience with whole language. All language arts were involved in an integrated way, although specific areas were also dealt with from time to time. Activities were self-chosen, based on students' interests. There were many positive results from this course. First and foremost, students learned whole language theories, processes, problems, and alternatives through direct experience. Probably the greatest shortcoming was that students did not learn as much content about how to teach reading and language arts as they might have in a more structured lecture-recitation class. Revisions to the course were made as a result of these initial experiences in teaching university classes with a whole language base. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Plains Regional Conference of the International Reading Association (18th, Wichita, KS, October 17-20, 1990).