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ERIC Number: ED348688
Record Type: Non-Journal
Publication Date: 1991
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Teacher as "Enabler": Heterogeneous Whole Language and Self-Esteem.
Phillis, Debra L.
A teacher who had directed a K-12 language arts program at the Alamo Navajo Reservation in Magdalena, New Mexico employed problem-solving skills that involved the affective domain as well as the sensory-motor areas important to education even in older children. This teacher's classrooms are heterogeneously grouped. A thematic approach is used across the curriculum to learn through language. Third- and sixth-grade students write across the curriculum: spelling, reading skills, math, and language arts texts are integrated to complement the social studies curriculum, for example. Reading, reflection, and revision play an important role in the writing process approach used in the classroom. Oral exercises include "raps" made with spelling words, and reading aloud utilizing "beat" techniques. Groups of students follow developmental progression, and an interactive, thematic approach to multicultural literature insures affective/cognitive development. Various research indicates that it is by hearing written language read aloud that the emergent reader-writer constructs surface structure. Group reading and writing projects should include creative parallel activities that involve motor skills. Working in small groups, students read and write with reflection, integrating concepts as they move towards a larger understanding. (Two samples of student writing are included; 25 references are attached.) (RS)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico