Defining and Describing Whole Language
Defining and Describing Whole Language
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定义和描述整个语言
DOI：
10.1086/461608
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发表时间：
1989
期刊：
影响因子：
--
通讯作者：
D. Watson
中科院分区：
文献类型：
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作者：
D. Watson
1989年2月18日，在温尼伯批准了全语言保护伞的宪法，这是一个全语言支持团体和个人的联盟。这个国际组织建立在全语言学习和教学的信念和实践之上。作为一种强大的国际教育力量，全语言的支持者和反对者都必须对其进行定义和描述。本文不仅指出了为什么需要定义这个术语，而且还指出了为什么有时很难这样做。一些教育家对整个语言的定义是作为我不断发展的定义的序言。虽然不存在典型的全语课堂，但在全语学习社区中，某些体验始终如一地出现：例如，阅读未经篡改的文本、讲故事、学生创作的文章、将个人和社会与意义联系起来、学生对学习的选择和责任、接受错误，以及始终强调意义。这些典型的学习活动是与一些支持它们的理论信念一起描述的。最后，一个名叫帕蒂的年轻的语言学习者回答了“这样做值得吗？”
On February 18, 1989, the constitution of the Whole Language Umbrella, a confederation of whole-language support groups and individuals, was ratified in Winnipeg. This international organization is built on the beliefs and practices of whole-language learning and teaching. Such a powerful international educational force as whole language must be defined and described both for advocates and detractors. This article not only points out why the term needs to be defined but also why it is sometimes difficult to do so. Some educators' definitions of whole language are presented as a preface to my evolving definition. Although there is no such thing as an archetypical whole-language classroom, certain experiences consistently appear in whole-language learning communities: for example, reading of untampered texts, telling stories, student-generated writing, making personal and social connections to meaning, student choice and responsibility for learning, acceptance of errors, and always an emphasis on meaning. Such characteristic learning engagements are described along with some of the theoretical beliefs that support them. Finally, the question "Is it worth the effort?" is answered by a young language learner named Patty.