Languange Experience Approach and Whole Language Approach

As educators, we tend to observe our students and see what approach we can use to not only captivate their attention but spark an interest in the skill we want them to learn. The correct approach means effective learning will and can take place. In this paper I will present two types of Approaches: Language Experience Approach and Whole Language Approach. The Language Experience Approach can be used to initiate the student to read and write. In this approach, the student will create and learn to read material based on their own experiences. This approach uses the students own words as the start for them to begin reading and then writing. It is student centered and shows them that his/her thoughts are valued. It also provides them with the link of what they say and how it looks in its written form. This approach allows the student to build his/her confidence when it comes to the reading and writing process. This provides a base on which language can be encouraged and developed. How can I implement this method? Basically it’s like story writing. The teacher and student discuss a topic. Then, the student uses his/her imagination and experiences to dictate the sentences he/she wants the story to have. The teacher writes down the sentences on the board. Here all students are encouraged by the teacher to participate. Afterwards, the teacher reads the story aloud. Then the class reads it by themselves. Students may even come up with a title for their story. The teacher may even have follow up activities such as critical thinking questions or further vocabulary development. This method not only invites, but encourages the student to think, speak, listen, read, and eventually write. Using this approach can optimize students’ self-esteem which is something very important and essential for all language learners. The Whole Language Approach is a method of teaching students how to read by recognizing words as whole pieces of language. Here, language is not broken down into letters and/or combinations of letters and “decoded”. With the approach, language is considered to be a complete system of making meaning, with words working in relation to each other in context. Students are encouraged to memorize words as whole units. They do hands-on activities such as writing in journals, and analyzing words in context, by using pictures for meaning. Whole Language is a constructivist approach to education. Here, students create/ construct their own knowledge from what they encounter. When it comes to reading, Whole Language focuses on helping students to make meaning of what they read to express meaning in what they write. Teachers who use this approach don’t emphasize in the early grades on correct spelling or grammar. Whole Language emphasizes the student’s efforts to make meaning and search for meaning in language. Teachers that use this approach should know that this approach is not recommended for students with dyslexia or any other language processing disorder. These students need explicit phonemic awareness instruction and decoding in order to improve their reading skills. Most teachers in the United States combine phonics with some elements of Whole Language. An example is memorizing basic sight words to be able to read faster and fluently. Selecting which method is more effective is basically a decision made by the teacher. It depends on the learning style of the student. At times, like stated in the previous paragraph, teachers can and do combine strategies. The important thing here to remember and to take into consideration is that effective learning is in fact taking place. Another thing to consider is the extent of that effective learning. Can the students reach a higher level? All this is what a teacher should keep in mind when selecting their teaching method. A teacher can have a favorite but it all depends on how his/her students respond to that method. After all they are the ones that matter.