Theory and practice of whole language : criteria for evaluating whole language teaching

The main focus of this study was whole language teaching amongst primary teachers, grades kindergarten to three, within the Conception Bay South Integrated School District, The literature was examined with respect to detailed descriptions of whole language philosophy, both in theory and practice. A field survey was conducted with a select group of primary teachers to ascertain their level of knowledge of whole language philosophy and how this knowledge translates into learning experiences for children. -- Scheduled interviews were conducted with the provincial primary consultant with the Department of Education, the language arts program coordinator with the Conception Bay South Integrated School Board, and five primary teachers from schools within the Conception Bay South Integrated School District. A mailed questionnaire was distributed to the 49 primary teachers within the five primary/elementary schools under the Conception Bay South Integrated School Board. Thirty-eight or 78 percent of the questionnaires were completed and returned to the examiner. -- The many advantages and benefits which a whole language philosophy of teaching and learning can offer to teachers and children alike, were strongly evident from the literature. The literature illustrated also, many activities, approaches, and procedures which have the potential to fit a whole language framework. -- Findings from the study revealed that the Department of Education articulates a whole language philosophy in its primary language curriculum guide, and the Conception Bay South Integrated School Board includes a whole language philosophy in its goals for the school district. The results of the survey indicated that the teachers are working within a whole language framework or are heading in that direction. This is not to say that they are textbook examples of whole language teachers; however, they engage in many practices which are consistent with and reflect a whole language philosophy. Those who indicated that they are whole language teachers are well aware of the benefits whole language can offer to children and to themselves, but are equally aware of the problems associated with it, if teachers are not well informed. Concerns were expressed, particularly with respect to support through inservice and other type sharing sessions, deemed essential in the advancement of knowledge of whole language, and in the successful development of whole language teachers. -- Based on findings from this study, recommendations were made for additional support and assistance in the area of whole language, and for further research