A case study of the implementation of whole language in a remedial school

M.Ed.Traditionally schools for learning disabled pupils taught the language arts within a behaviouristic model where language was broken down into its component parts and sub-skills, which were then taught in a stepwise, sequential manner from the most simplistic towards the whole complex language. In the 1980's there was a grassroots, teacher-initiated movement away from this reductionist orientation towards the teaching of language in a meaningful, integrated manner. A variety of teaching methods developed which were consistent with this new whole language approach. The whole language approach became an inherent part of teachers, encompassing all aspects of a classroom and thus it was referred to as the whole language philosophy. This research focused on the process of a teacher changing from the behaviouristic approach towards the whole language philosophy. Although the research focused on one teacher, it had broader implications for the process of whole language implementation in all schools for learning disabled children. This process of a teacher changing towards the whole language philosophy was explored within the theoretical framework of a model described by Watson. The model presented three dimensions of philosophy formation. The dimensions were practice, theory, and beliefs which were inter-related and constantly evolving as the teacher's philosophy formed. The methodological format used to achieve the research aim was a qualitative single case study. The qualitative design allowed for the process of teacher change to unfold without constraints. It accommodated the explorative, flexible nature of the research and allowed for rich, interpretative descriptions of the process. The research was limited to a single case since the scope of the research allowed for only one teacher to be purposefully selected and educated. The researcher introduced the teacher to the whole language approach by providing suitable reading material, by building a trusting relationship with her, and consulting with her on the practical implementation in her classroom. Simultaneously with the researcher facilitating the change process in the teacher, the researcher collected data from various sources - interviews, documents and journal field notes. Data analysis was done using the content analysis procedure of open coding where manageable units of data were subjected to pre-determined criteria in order to code them into themes. The themes were then clustered into regularly occurring patterns for consolidation and interpretations were then made which led to the research conclusions. The findings of the study supported Watson's three dimensional model. Whole language philosophy formation began with the implementation of borrowed practices, which resulted in successful experiences and prompted the activation of a quest for the underlying theory. Theory activation led to the examination of previously held beliefs which altered with time towards the whole language philosophy. Added to this model, this study indicated that a teacher's whole language philosophy formation is a dynamic process. The process was facilitated by an agent of change and contextualised within the educational system where it required a supportive environment in order to develop. These findings suggested that the agent of change be added to Watson's model as the fourth dimension and that the entire process be contextualised within the educational system